유신정권의 정치지표와 교육지표의 관계에 대한 일 연구

다국어 초록 (Multilingual Abstract)

This study was performed to examine and discuss a variety of aspects within the limit of the Yusin government, assuming that a governmental and educational directions directly and indirectly coexist in educational goals while taking the reins of government. As all the governments have done, it has been true that both a governmental and educational directions coexisted, and that an educational direction played a part in instrumenting a governmental direction.
Moreover, this aspect of the military government was shown so clearly that they could coexist on the systematically and reasonably organized basis. It seems that this fact was partially influenced by a simple, typical military government.
The Yusin government must be defined within the limit of the Park Jeong-hee's Yusin constitution. From the standpoint of a military government, nevertheless, it is possible to interpret the Yusin government from the wide viewpoint so that the military government can have a comprehensive meaning of the Yusin government. This comprehensive meaning indicates all of the military governments prior to the civil governments. In this study, however, the military government is limited to the Park's government of the Yusin constitution.
So far there have been many discussions on the merits and demerits of the Yusin government. It is apparently said in this study that although most people have agreed on its contribution to Korea's economic growth, the regimental, dictatorial direction of the Park's government was reflected in all fields other than the economy. It has been doubtable, therefore, that the merits of the Park's government in fields other than the economy have to be evaluated favorably without any question. For this reason, it seems that the merits of the Park's government must be evaluated using the dual canonical basis.
Assuming that a governmental and educational directions coexist directly and indirectly in educational goals while taking the reins of government, this study focused on a variety of aspects within the limit of the Yusin government. As all the governments have done, it has been apparent that both a governmental and educational directions coexisted, and that an educational direction played a part in instrumenting a governmental direction.
In addition, those directions of the military government appeared so clearly that they could coexist on the systematically and organized basis. It seems that this fact was partially influenced by a simple, typical military government. The above expression of the regimented and organized basis indicates a form of military civilization.
It is true that the Yusin government tended to be more regimented than other governments. The tendency was found in several aspects, including the insufficient attention of people to political issues while focusing on their living only. Even though the superficial structure of the Yusin government's educational direction aimed toward a complete form of democracy and political structure and direction, it seems that its inner structure was kept in a different manner.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 1) 연구의 필요성 = 1
• 2) 연구의 목적 = 2
• 3) 연구의 방법 및 내용 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 유신정권의 등장 배경 = 5
• 1) 정치 내적 요인 = 6
• 2) 정치 외적 요인 = 8
• 3) 정치적 집권과정 = 10
• 2. 유신헌법과 유신정권 = 11
• 3. 정치지표의 성격 = 12
• 4. 교육과정과 정치지표 = 13
• 1) 미군정청의 기초수립 교육목표 = 14
• 2) 교수요목기의 교과중심의 교육목표 = 16
• 3) 권위주의 정부체제의 교육목표 = 17
• 4) 제3공화국의 생활중심의 교육목표 = 19
• 5) 제4공화국의 학문중심의 교육목표 = 21
• 6) 제5공화국의 자율화의 교육목표 = 22
• 7) 제6공화국의 인간중심의 교육목표 = 23
• 8) 문민정부의 창의성의 교육목표 = 23
• 9) 국민의 정부의 건전한 인성교육 목표 = 24
• 10) 참여정부의 정보화 시대의 교육목표 = 25
• 5. 기회편승의 정치와 무분별한 개혁정치 = 27
• 1) 노태우와 대세기회 순응정치 = 27
• 2) 김영삼과 정부개혁 정치 = 28
• Ⅲ. 유신정권의 수립과 정치적 모순 = 30
• 1. 유신의 정치적 지표 = 31
• 1) 유신정부의 출범 = 33
• 2) 유신의 정치적 의미 = 34
• 3) 군사정권의 정치체제와 문화 = 35
• 2. 정치변동의 원인 = 36
• 1) 변동원인의 의미 = 36
• 2) 군사정권의 정치변동의 원인 = 38
• 3. 정치적 쟁점 = 38
• 1) 개발독재와 수출정책 = 38
• 2) 유신체제와 새마을 운동 = 40
• 3) 한국방위와 월남 전쟁 = 42
• 4) 한·일 회담 = 43
• 4. 위기의 모순 = 46
• 1) 내적 위기의 모순 = 46
• 2) 외적 모순의 위기 = 47
• Ⅳ. 유신정권의 교육지표 = 48
• 1. 유신정권의 교육지표 = 48
• 1) 제3공화국의 교육정책 = 50
• 2) 제4공화국의 교육정책 = 50
• 2. 교육이념과 교육정책의 발전과정 = 52
• 1) 미군정체제하의 교육정책 = 53
• 2) 제1공화국의 교육이념과 교육정책 = 54
• 3) 제2공화국의 교육이념과 교육정책 = 54
• 4) 제3공화국의 교육이념과 교육정책 = 55
• 5) 제4공화국의 교육이념과 교육정책 = 56
• 6) 제5공화국의 교육이념과 교육정책 = 56
• 7) 제6공화국의 교육이념과 교육정책 = 58
• Ⅴ. 정치지표와 교육지표의 상관관계 = 63
• 1. 정치체제와 교육지표의 공기(共起)관계 = 64
• 2. 정치지표와 그 집행의 상충성 = 66
• 3. 국민의식과 변환장치의 마련 = 68
• 4. 국민의 적응문화의 창출 = 69
• 5. 국가지표와 교육지표와의 공조 = 70
• Ⅵ. 결론 = 72
• 참고 문헌 = 74
• Abstract = 80