교육과 사회 변화의 관계에 대한 이론의 비교와 분류
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국교육학회
ㆍ수록지정보 : 교육학연구 / 29권 / 1호
ㆍ저자명 : 오욱환
ㆍ저자명 : 오욱환
목차
Ⅰ. ‘교육’의 개념과 교육력의 한계Ⅱ. 사회 변화와 교육
Ⅲ. 교육과 사회 변화의 관계론 비교
Ⅳ. 교육과 사회 변화의 관계 : 분류화 시도
Ⅴ. 적극적, 역동적, 주도적 개념으로서 ‘교육’
참고문헌
ABSTRACT
영어 초록
Education has been defined on the basis of its functional role for society. A typical theory defining education in instrumental terms is the structural functionalism. This model describes education as an essentially rational institution for sorting and selecting talented individuals in an increasingly complex and industrialized society teaching/training cognitive skills and transmitting consensual values to the young. This model has been challenged by a radical paradigm. According to the paradigm, schools are institutions preserving the power of existing ruling class/status group rather than facilitating the mobility of talent; institutions which, far from teaching democratic and humane values, must repress the natural talents, intelligence, and creativity of children to reproduce capitalist laicos relations. Although the radical padigm is critical of the functional paradigm, it also has depicted education in instrumental terms.In this respect, we need to give a new thought to the meaning of education. Questions relating to the meaning of education should focus on the autonomy of education from wider society and the initiation of education for social change. As the first step to answer the questions, this paper analytically compares educational and social theories including functionalism and radicalism.
The frame of reference to understand the relationship between education and social change is divided into three dimensions; target of change, method of change, and role of education. First, the typical target can be either individual or structure. Individual approach, which refers to functionalism/liberalism and humanism/romanticism, is a theoretical model in which social change and development is dependent upon enhancement of individual attributes. And structural approach, which means structural Marxism and ideological Marxism, criticizes the individual appronach as conservative and argues that structure should be changed for genuine social change.
Second, there are two typical methods of social change; gradualism and radicalism. Gradualism places emphasis on the possibility of concrete programs for social change, and radicalism morally argues for the necessity of change toward an ideal society. Gradualism refers to functionalism/liberalism and ideological Marxism. Radicalism includes humanism/romanticism and structural Marxism.
Combination of the two dimensions (target & method), each of which has two sub-classes, makes four cells; ⑴ individual-gradual, ⑵ individual-radical, ⑶ structural-gradual, and ⑷ structural-radical. Each cell is matched to functionalism/liberalism, humanism/romanticism, ideological Marxism, and structural Marxism, respectively (Figure 1).
Since society is thought to be the absolute, education has usually been recognized as playing a functional role for social development. This kind of role can be named instrumentalism. However, if we reject the above presupposition, we can logically hypothesize and build a voluntaristic theory of education. The theory assumes that education can initiate social change. Instrumentalism is specified into functionalism/liberalism and structural Marxism, while voluntarism includes humanism/romanticism and ideological Marxism (Figure 2).
Influence of education on social change has been limited by defining education solely in instrumental and passive terms. If we accept autonomy of education from society we can develop an initiative theory of education and expand the power of education. This paper is an attempt to move a step toward it.
참고 자료
없음태그
"교육학연구"의 다른 논문
‘교육인간학’의 대상영역과 과제12페이지
日帝初期 實業敎育의 成立過程에 關한 硏究25페이지
근거리 통신망(LAN)을 이용한 교실망의 기능9페이지
포스트모더니즘과 敎育的 人間像16페이지
大學理念에 있어서 價値樹立 理念의 位相 論攷12페이지
교육행정에 있어서 조직이론 학파의 제 관점과 이에 대한 비판적 고찰16페이지
敎育財政 配分의 政策的 優先順位에 관한 分析21페이지
교육 자치제도의 발전과제 : 특히 중등교육의 인사ㆍ재정ㆍ교육과정을 중심으로 (討論)4페이지
敎育自治制度의 發展 課題 (討論)5페이지
유아교육 분야 (討論)4페이지