Gramsci의 교육과정론에 대한 논쟁과 종합 = Rethinking Antonio Gramsci`s Curriculum Theory: Controversies and Syntheses

다국어 초록 (Multilingual Abstract)

This article investigated a controversial nature of Antonio Gramsci`s views on education, especially curriculum. Gramsci was a leading Italian Marxist. He was an intellectual, a journalist, and a major theorist who spent his last eleven years in Mussolini`s prisons. During this time, he completed 32 notebooks containing almost 3,000 pages. These notebooks were smuggled out from his prison and published in Italian after the Second World War. The central and guiding theme of the Notebooks was the development of a new Marxist theory applicable to the conditions of advanced capitalism. Before discussing Gramsci`s views on curriculum, the researcher reviewed such key words as hegemony, the war of position, and organic intellectuals necessary for addressing Gramsci`s theory of education. By definition, hegemony denotes the predominance of one social class over others. This represents not only political and economic control, but also the ability of the dominant class to project its own way of seeing the world so that those who are subordinated by it accept it as common sense and natural. This necessarily involves willing and active consent. The conception of the war of position is that the mass party engages in widespread and protracted militancy across the whole of civil society rather than smashing the state in a military insurrection led by a vanguard elite. Organic intellectuals are those who belong to the repressed groups and are attempting to undermine the dominant culture, with the help of ``traditional intellectuals who could be persuaded to defect. After that, two contrasting views like conservative and progressive perspectives on Antonio Gramsci`s theory of curriculum were introduced. While conservative scholars such as Harold Entwistle and E. D. Hirsch argue for the learning of core curriculum, Henry Giroux and other radical scholars ask for the opposite such as critical and analytical thinkings. Implications drawn from the analyses were used to explain the Koran version of open education in the late 1990s and the 7th curriculum Reform. In conclusion, when we discuss curriculum matters, dichotomous views on curriculum should be shied away. Instead, we should maintain balanced and eclectic viewpoints.