교육과정학 탐구의 성찰 - 역사와 전망 = A Reflection on Curriculum Inquiry : History and Prospect

다국어 초록 (Multilingual Abstract)

Half of a century has passed since the inceptio of curriculum studies in terms of academic discourses in Korea. There have been many efforts and discourses among scholars in the curriculum field during last fifty years. The curriculum field is very much in motion now. I think this is the time we need to reflect our past efforts and discourses on curriculum inquiry, and make a reasonable snapshot of the field. In this paper, curriculum discourses we have shared during last fifty years in Korea are reviewed, and described into four periodical stages; 1) emeging period (1950s-1960s), 2) forming period (1970s), 3) expanding period (1980s), and raging period (1990s). In the emerging period, curriculum scholars were eager to introduce us American educational theories such as Dewey`s new education movement and Tylerian theory of curriculum making. The forming period was the stage we were trying to build up curriculum field as an academic discipline. There were various scholarly publications in the field at that time. In the expanding period, we could expand the boundaries of curriculum inquiry by introducing many new perspectives such as neo-Marxian critical theory, instructional design theory, integrated curriculum, etc.. During 1990s which is classified as raging period, there were a veritable discourses in curriculum field. Hot debates were continued over the topics such as open education, post-modernism, and the adoption of the 7th national curriculum characterized as differentiated curriculum. Also new perspectives such as educational technology, qualitative research, phenomenological approach, or constructivism have been become issues on curriculum inquiry during last decade. As a result of reviewing curriculum field during last half decade, this paper suggests three tasks for the development of curriculum field; to broaden the topics and areas of inquiry, to establish the field as a solid discipline, and to make curriculum theories based on Korean situation. The field of curriculum inquiry is no longer moribund, the field is no longer arrested. There is a turbulence now. This is the time, l think, we can leap up the status of curriculum inquiry, and make curriculum studies curricularlogy.