大學入試의 意味와 그 內的 論理 = Meaninge and Dynamics for College Entrance Exam

다국어 초록 (Multilingual Abstract)

This study examines each group's maning system and dynamics for college entrance exam, which distorts Korean education seriously. This issue is investigated through the following guestions:
1. What is our nominal goal of education?
2. Which goal is more dominant and more powerful at the real educational setting, human education or competitive education?
3. How much do people compete for their educational aspiration?
4. What kind of Koreans' belief system leads Korean eduation to degree competition?
To explore three research questions, this study uses data from the "Korean peoples' opinion toward education" survey which was done by Jong-Geun Bai and me in 1988. The data were analyzed with loglinear models.
The present study shows an intereating finding. Opinion-leading-groups, urban·highly educated and middle class groups, wish humanistic education more desperately than their counterparts. However the identical(opinion-leading) groups participate more actively in diploma competition game compared to their counterparts. It is ironical that the same groups wish humanistic education more but contribute to creating competitive education more. Their behaviour seems to be followed by their belief in the myth of meritocracy.
Besides, this study finds 1) our nominal goal of education is humanistic education rather than competitive education: 2) However, competitive education is realized at the educational setting; 3) most Korean parents are willing to send their children to university and to sacrifice even their economic welfare in order to earn their children's B.A. degree; 4) Korean people's belief in meritocracy seems to drive them to compete desperately at the educational setting.
Therefore this study concluds that our educational goals are dually structured : humanistic education at the nominal level and competitive education at the actual level. We fing a hopeful fact that people's hehaviour regarding college entrance competition is departed from their wish toward an ideal education. Here we can find a chink where educational policy makers can do something in order to reform problems originated from college entrance competition.

목차 (Table of Contents)

• Ⅰ. 學校敎育現場에서 入試競爭의 意味體系
• 1. 學生에게 있어서의 意味
• 2. 學父母에게 주는 意味
• 3. 敎師에게 주는 意味
• Ⅱ. 入試로 인한 敎育의 重層構造
• 1. 硏究質問의 焦點
• 2. 硏究方法
• 3. 硏究結果
• 4. 入試競爭의 現住所
• Ⅲ. 競爭敎育의 밑바닥에 있는 信念體系
• 1. 韓國社會의 巨視的 動因
• 2. 韓國民 속의 微視的 動因
• Ⅳ. 結 語