교육과정 패러다임의 변화와 교사 = Paradigm Shift in Curriculum Theory and Teachers

다국어 초록 (Multilingual Abstract)

Since W. F. Pinar proposed reconceptualization of curriculum study, the concept of reconceptualization has been referred in various contexts and generally acknowledged to be accomplished. This study suggests the reconceptual.ization of curriculum study has endorsed various meanings and concepts of curriculum to be formed in the text called curriculum. The hermeneutic tradition inherited to Pinar by his mentor has made curriculum. field a text to be understood and interpreted, and assigned a major role to receptors, readers, and interpreters of the text in the process of meaning construction. Thus almost any concept and research method are allowed to the field. According to the hermeneutic tradition, knowledge is not, nor could it be, in the text solus and the background knowledge of the reader and the social situation of the act of reading determine the meaning, interpretation, and criticism of the text. In other words, there is no fixed meaning in the text. Thus, the text is rewritten with each reading. This interpretation of authorship is also in exact accord with Foucault`s refusal to maintain the sovereign function of the author with respect to his own texts. For Bakhtin, the actual meaning of an utterance is understood against the background of other concrete utterances on the same theme, a background made up of contradictory opinions, points of view and value judgements. However, this meaning is never the universal, absolute one. It is a conditional meaning acquired in a situation where one meaning and (an)other dialogue(s) with one another. It is a product of a negotiation which is a part of the process where meaning is continuously recreated in a specific space and time. The school text, for students, especially in Korea, stands as an iconic marker of authority, both a symbol and an agent of institutional power and the teacher becomes a surrogate author. If the teacher tries to seek for and deliver to the student a universal and fixed meaning in the school text of which he is a surrogate author, he is committing a terror in Lyotardian terms. This study suggests some concepts to be adequate for the teacher`s attitude toward the meaning of the school text, in order not to commit a terror, not to take a pseudo sovereignty. Those are: Foucault`s `disengagement`, Lyotard`s `paralogy`, Pignatelli`s `self-detachment`, and Lee`s `deprofessionalization`.