금기 주제를 통한 사회과 쟁점 수업에 대한 고찰 = Taboo Topics: Issues-centered Learning in Social Studies

국문 초록 (Abstract)

본 연구는 사회과 수업에서 금기 주제를 다루는 것이 교육적으로 의미가 있는가? 즉, 사회적으로 다루기를 꺼려하는 문제를 사회과 수업에서 다루어야 하는 이유는 무엇인가의 문제, 즉 쟁점 중심 사회과의 정당성에 대한 이론적 논의를 검토하고자 하였다. 먼저 쟁점 중심 사회과에서 일반적으로 제안하는 ‘사회적 쟁점’과 교사들이 주제의 민감성에 대한 인식 때문에 회피하거나, 덜 강조하고 있는 ‘금기 주제’의 개념에 대해 검토하고, 이를 통한 사회과 쟁점 수업의 교육적 중요성에 대한 논리적 근거를 제시하였다. 또한 이러한 중요성에도 불구하고 학교 현장에서 실천이 제대로 되지 않는 장애 요인으로 학교의 문화적구조적 보수성, 교육과정과 교과서의 문제, 교사의 자질 문제, 학생의 자질 문제 등으로 유형화하여 정리하였으며 이를 위해 교육 주체자들이 새로운 학교문화를 형성하는데 노력해야할 방법에 대해 모색하였다.

다국어 초록 (Multilingual Abstract)

Taboo Topics: Issues-centered Learning in Social Studies

Im, Kyung Soo
Gongju National University of Education

This study intends to examine theoretical discussions and educational implications about taboo topics in social studies class. This study also deals with why we should discuss problems which people are reluctant to bring up in social studies class. Theoretical discussion includes the validity of Issues-centered learning. First, we examine "social problems" generally accepted in social studies class. Then we discuss "taboo topics" which teachers avoid or put less emphasis due to the sensitivity of topics. We present logical foundations about educational importance in Issues-centered learning in social studies class. In spite of these kinds of importance, taboo topics had some restraints in classroom situations. The restraints are categorized into three: cultural and structural conservativeness, problems in curriculum and textbooks, and problems in quality of teachers and students. We present what main bodies of education do to form a new school culture.

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