잠재적 교육과정의 논의를 통한 새로운 패러다임의 탐색 = Groping for Alternative Pradigm - Transformative Pedagogy through the Discourse of Hidden Curiculum

다국어 초록 (Multilingual Abstract)

The paradigms on the study of this hidden curriculum are divided into functionalism, conflict theory, and interpretive approach. The studies on this three paradigms are different in perspectives, but it is thought that hidden curriculum theory is focused on the reproduction of unequal social system, ignoring the political nature of education, the possibility of transformation, the dialectical relation between power and culture, and the interests of class.
Thus, it is necessary to grope for a new paradigm, transformative pedagogy. Transformative pedagogy has been develoved by Carnoy, Freire. Giroux, Popkewitz, and Aronowitz and Giroux, and Kretovics. They try to criticize value-free approach on education and the dominant ideology of existing education, and represent alternatives of education.
The purposes of this dissertation are to grope for the tansformative pedagogy through the discourse of hidden curriculum. The concrete findinds of this study are as follows :
The basic constituents of the hidden curriculum within transformative pedagogy are the rulying class of society, the dominant ideology and social, cultural, political interests of society, the climate and structure of school, the form and content of school knowledge, and the interaction between menbers of school. The nature of transformative pedagogy has been developed by Giroux, Giroux and Aronowitz, Freire, and Kretovics. Transformative pedagogy is grouded on several interrelated conceptions : (1) a notion of teacher as trasformative intellectuals, (2) a discourse of social transformation that dialectically incorporates a language of critique and a language of possibility, and (3) a view of ideology, culuture, and power that takes seriously the culture of lived experience that students bring to the classroom or school and speaks to the needs and interests of those students. Such a pedagogy provided educators with a theoretical basis by which they can challenge the assumptions embedded in existing educational theory and pratice and develop pedagogic practices that speak to democratic social interests.