다원주의 사회에서 사회과는 무엇을 가르쳐야 하는가?:쟁점 중심 사회과 교육과정 이론의 전형으로서 법리적 교육과정 이론 논고 = A Critical Review of the Jurisprudential Curriculum Theory Developed by Donald Oliver, James Shaver, and Fred Newmann as a Model of Issues-centered Social Studies Curriculum Theory

국문 초록 (Abstract)

이 글은 Donald Oliver, James Shaver, 그리고 Fred Newmann이 출간한 법리적 교육과정에 관한 연구 문헌들을 근거로 하여 법리적 교육과정 이론에 관하여 고찰한다. 이 글의 목적은 법리적 교육과정의 토대가 되는 주요한 논리(이론)적 근거를 상세히 검토함으로서 법리적 교육과정 이론을 보다 깊이 있게 이해하는 것이다. 법리적 교육과정 이론가들은 가치갈등이 불가피한 다원주의 사회의 본질을 고려할 때 중등학교의 사회과 교육과정에서는 공공 쟁점에 관한 합리적인 의사결정이 내용 선정의 기준이 되어야 한다고 주장한다. 법리적 교육과정 이론은 비판받아야 할 점이 있음에도 불구하고 사회과의 역사에서 대단히 중요한 의미를 지니고 있다. 왜냐하면 이것은 쟁점 중심 사회과 교육과정 이론의 전형을 보여주고 있기 때문이다. 법리적 교육과정 이론은 사회과 교육과정의 개발(내용 선정) 논리에 있어서 쟁점 중심 사회과 교육과정이 학문에 기초한 사회과 교육과정을 비롯한 여타의 사회과 교육과정과 어떻게 다른지를 명확히 보여준다. 이런 점에서, 법리적 교육과정 이론은 이에 대한 비판을 충분히 수용한다면 다원화된 민주주의 사회에 살고 있는 우리가 쟁점 중심 사회과 교육과정 이론을 구축하고자 할 때 본보기로 삼을 만하다.

다국어 초록 (Multilingual Abstract)

Based upon various research papers on the jurisprudential curriculum published by Donald Oliver, James Shaver, and Fred Newmann, this essay reviews the jurisprudential curriculum theory. The purpose of this essay is to more deeply understand the jurisprudential curriculum theory by examining in detail the rationale of the jurisprudential curriculum. Considering the pluralist nature of the American society, the jurisprudential curriculum theorists insist that a rational decision-making about public issues should be the criteria for content selection in the secondary social studies curriculum. In spite of some criticism, the jurisprudential curriculum theory has a significant meaning in the history of social studies because it is a model of issues-centered social studies curriculum theory. It clearly shows that issues-centered social studies curriculum is totally different from discipline-based social studies curriculum in the logic of content selection in social studies curriculum. This essay concludes that the jurisprudential curriculum theory is an exemplary issues-centered social studies curriculum theory to which we could refer in developing our own issues-centered social studies curriculum theory.

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