敎育基本權의 實質的 保障에 관한 硏究

다국어 초록 (Multilingual Abstract)

Education is the essential premise for having respect and value as human, searching happiness and managing human life, basis for meaningfully exercising other basic rights and foundation for prosperity and development of country. So Subsection 1 of Section 31 of the Korean Constitution, "All people has the right to be evenly educated according to his ability," insures the people's right to be educated as basic right.
But degreeocracy and academical cliquism make basic right for education meaningless and is severely violating right for searching happiness. The person that can't graduate university is regarded as inferior person and has to experience disadvantage for his life and persons from several first-class universities like Seoul University grasp high-ranking structure of each social field, form academic clique and employment, promotion and social success depend on this academic clique. In this kind of society, education is applied as just tool for success and means of entrance competition for acquiring high-class academic clique so the nature of education is missing.
Although country performs best educational policy like installs academic facility, enlarges the compulsory education and enlarges scholarship system, if the essential problem, 'abolition of degreeocracy and academical cliquism' is not solved, it is impossible to overcome the present state that education is abandoned and education has no meaning under this condition
Because education has the closest relationship with human life and actual foundation of school is society, real revolution of education can't be performed without revolution of society. Education becomes the means to reform society but if the obstacle for education is due to social structure, we have to change social structure first and it is the premise for actually ensuring basic right for education. To basically solve the educational problem of Korea, deep study on actual state of degreeocracy and academical cliquism and study on basic right for education are necessary.
This study surveyed on the essence of education and idea in the constitution in Chapter 2. If there is no outstanding direction of idea in education, the result of education does not become the real training of competent person but training of cunning swindler. When education loses its idea and is used as tool for success, although there are fluent high-class personnel, it can be harm for country and society rather than improve competitive power of country. Due to this reason, we have to be cautious of education as means and effort for right public education to enable school education to be faithful to its original purpose. The normalization of public education is possible when abolishing extra-education factor which disturbes normal school education, abolition of degreeocracy and academical cliquism, in prior to it
The chapter 3 of this paper surveyed on the relationship between degreeocracy and academical cliquism and basic right for education. Evil due to degreeocracy and academical cliquism is severe in the society of Korea. It is infringing fair competition, desolating education of elementary and middle school and abolishing vocational education. And that it is impending real development of study, promoting unbalance between classes and causing tremendous social waste and inefficiency. It infringes equal right in Subsection 11 of Section 1 of the Constitution and right for searching happiness in Subsection 1 of Section 10 of the Constitution as well as basic right for education and becomes the factor to make system unstable. As you see, a school career-based and academic clique-based culture has to be abolished because it causes so many damages for our society
The problem of parent's right for selecting school dealt in Chapter 3, Paragraph 2 of this paper can't be understood without understanding of degreeocracy and academical cliquism. Although the selection of alternative education in the compulsory education zone is the supplementation for the deficiency of public education, its purpose and context is suitable for essence of education and it has the function to relieve chronic evil of Korea, degreeocracy and academical cliquism, exercise of optional right of school concerned to prohibition of out-of-school study, equalization of high school and independent-type private high school have to be restrictively understood because they are harm to essence of education, deepen inequality between classes and promote degreeocracy and academical cliquism. And because basic right for education is the social basic right to embody actual equality between classes
Chapter 3, Paragraph 4 discussed about degreeocracy and academical cliquism and the right for lifelong education. The right for lifelong education, the context of the basic right for education has the important meaning to minimize degreeocracy and academical cliquism. The start of lifelong education is in education for literacy that means the education for illiterate person. When the ability to read and write is not ensured, mention of above right and emphasis on right for education and society of education is just deceptive activity.
In Korea society that the man who can't graduate high-class university is disregarded, mental hardship and inconvenience of illiterate person who has no educational background are out of expression. For illiterate adult whose respect of human and right for searching happiness guaranteed by the constitution is infringed in blind spot of education, country has to adopt and support basic education for adults with interest and responsibility to enable them to approach to literacy as soon as possible from the view of principle of equal education and lifelong education, the context of basic right for education
Everybody recognizes and says to abolish evil caused by degreeocracy and academical cliquism but they are performing dual and contradictory behavior, promoting it. To abolish degreeocracy and academical cliquism, they must not maintain the level to appeal to people's revolution of consciousness. Abolition of degreeocracy and academical cliquism is the legal duty of country and people. Country has to actively act for abolishing degreeocracy and academical cliquism infringing basic right for education, equal right and right for searching happiness and general people as well as enterprises and the press must not promote degreeocracy and academical cliquism. It is possible to consider equalization of university and establishment of the law for preventing discrimination of educational background as specific method for abolishing degreeocracy and academical cliquism. Lifelong education has to be also enlarged. It was dealt in Chapter 4.
To live a happy life together while acquiring equal opportunity according to each person's inborn ability and considering other people is the concept of education from the start of our history and it is the essence of right for education. To practically ensure it, abolition of degreeocracy and academical cliquism is essential.

목차 (Table of Contents)

• 목차
• 제I장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 범위 및 방법 = 4
• 제II장 교육기본권의 헌법상 보장 = 6
• 제1절 헌법상의 교육이념 = 6
• 1. 교육이념의 의의 = 6
• (1) 교육의 개념 = 6
• (2) 교육이념의 의의 = 8
• 2. 교육이념으로서의 홍익인간 = 9
• (1) 홍익인간이념의 의의 = 9
• (2) '홍익인간'의 구체적 의미와 내용 = 11
• 3. 교육목적으로서 인간의 존엄과 가치 = 15
• (1) 교육의 목적 = 15
• (2) 인간존엄의 헌법적 의미 = 17
• (3) 교육 목적으로서 인간의 존엄과 가치 = 19
• 제2절 교육기본권의 의의 = 22
• 1. 교육기본권의 개념 = 22
• 2. 교육기본권 사상의 발전 = 25
• (1) 교육권 사상의 기원(프랑스 혁명기) = 25
• (2) 국민교육제도의 출발(자본주의 초기) = 27
• (3) 공교육 법제의 형성(독점 자본주의 시기) = 28
• (4) 교육기본권의 성립(제2차 세계대전 후) = 31
• (5) 우리나라에서 교육기본권의 발전 = 32
• 3. 교육기본권의 헌법적 근거 = 34
• (1) 1948년 헌법과 1960년 헌법 = 34
• (2) 1962년 헌법 = 34
• (3) 1972년 헌법 = 35
• (4) 1980년 헌법 = 36
• (5) 1987년 헌법 = 37
• 4. 교육기본권의 법적 성격 = 40
• (1) 교육기본권의 자연권적 성격 = 40
• (2) 교육기본권의 주관적 공권성 = 42
• 1) 자유권적 성격 = 42
• 2) 생존권적 성격 = 44
• 3) 총체적 권리의 성격 = 46
• (3) 교육기본권의 객관적 가치질서성 = 47
• 5. 교육의 제도적 보장 = 47
• (1) 교육의 자주성·전문성·정치적 중립성과 대학의 자율성 보장 = 48
• (2) 평생교육의 진흥 = 50
• (3) 교육제도 등의 법률주의 = 50
• 제3절 교육기본권의 주체와 내용 = 51
• 1. 교육기본권의 주체 = 51
• (1) 모든 국민 = 51
• 1) 취학전 어린이 = 51
• 2) 학생 = 52
• 3) 학부모 = 52
• 4) 교사 = 52
• 5) 일반시민 = 53
• (2) 외국인과 무국적자 = 54
• (3) 교육기본권 주체 상호간의 권리관계 = 55
• 1) 교사의 교육권과 학생의 학습권과의 관계 = 55
• 2) 교사의 교육권과 학부모의 교육권과의 관계 = 56
• 3) 학부모의 교육권과 학생(자녀)의 학습권과의 관계 = 58
• 2. 교육기본권의 내용 = 59
• (1) 학습의 권리 = 59
• (2) 교육의 자유 = 60
• (3) 교육의 평등 = 62
• 1) 교육의 기회균등 = 62
• 2) 교육에서의 차별금지 = 64
• 3) 교육환경권 = 65
• 제III장 교육기본권 보장의 현실적 문제점 = 67
• 제1절 학교선택권과 관련한 교육의 쟁점 = 67
• 1. 의무교육과 학교선택권 = 68
• (1) 의무교육의 의의와 기능 = 68
• (2) 의무교육과 학교선택권과의 관계 = 69
• 1) 의무교육 확대 실시의 의의 = 69
• 2) 학교선택으로서의 대안교육 = 71
• 3) 의무교육과 대안교육간의 갈등 사례 = 79
• (3) 의무교육에서 학교선택권의 헌법적 의미 = 81
• 2. 과외금지와 학교선택권 = 85
• (1) 과외금지의 배경과 의의 = 85
• (2) 헌법재판소 판례(98헌가16 및 98헌마429 사건병합) = 87
• 1) 다수의견 = 87
• 2) 반대의견 = 89
• (3) 과외금지에 있어서 학교선택권의 의미(판례 평석) = 91
• 3. 고교평준화와 학교선택권 = 94
• (1) 고교평준화의 배경과 의의 = 94
• (2) 고교평준화에 대한 위헌 논쟁 = 98
• 1) 평준화 위헌론(평준화 폐지론) = 98
• 2) 평준화 합헌론(평준화 폐지 반대론) = 101
• (3) 고교평준화에 있어서 학교선택권의 의미 = 106
• 4. 자립형 사립고와 학교선택권 = 111
• (1) 자립형 사립고 제도도입의 배경과 의의 = 111
• (2) 자립형 사립고 제도도입에 대한 논쟁 = 113
• 1) 자립형 사립고 제도 찬성론 = 113
• 2) 자립형 사립고 제도 반대론 = 118
• (3) 자립형 사립고 제도에 있어서 학교선택권의 의미 = 122
• 제2절 평생교육권과 관련한 교육의 쟁점 = 126
• 1. 평생교육의 의의 = 126
• 2. 헌법상 평생교육권의 본질 = 128
• (1) 평생교육권의 의의 = 128
• (2) 교육기본권과 평생교육권 = 129
• 3. 평생교육으로서 문해교육 = 131
• (1) 문해교육의 의의 = 131
• (2) 각국의 문해교육 실태 = 133
• 1) 우리나라의 문해정책 = 133
• 2) 미국과 유럽의 문해사업 = 134
• 3) 아시아 여러 나라의 문해교육문제 = 137
• (3) 문해교육의 헌법적 의미 = 142
• 4. 학업중단 청소년을 위한 평생교육 = 143
• (1) 학업중단 청소년 교육의 의의 = 143
• (2) 각국의 학업중단 청소년 교육정책 = 145
• 1) 우리나라의 학업중단 청소년 교육정책 = 145
• 2) 네덜란드의 학업중단 청소년 교육정책 = 147
• 3) 독일의 학업중단 청소년 교육정책 = 148
• 4) 미국의 학업중단 청소년 교육정책 = 150
• (3) 학업중단 청소년 교육의 헌법적 의미 = 151
• 제IV장 교육기본권의 보장의무와 실질적 보장방안 = 153
• 제1절 국가와 국민의 교육기본권보장의무 = 153
• 1. 기본권 보장의무의 의의 = 153
• 2. 헌법상 기본권 보장의무의 근거 = 154
• 3. 국가의 교육기본권 보장의무 = 156
• 4. 국민의 교육기본권 보장의무 = 158
• 제2절 교육기본권의 실질적 보장을 위한 구체적 방안 = 160
• 1. 대학의 평준화 = 160
• 2. 학력차별금지법 제정 = 165
• 3. 평생교육의 확대 = 167
• 제V장 결론 = 170
• 참고문헌 = 173
• Abstract = 185