교육사회학 이론(갈등주의)의 관점에서 본 한국의 학벌 문제 규명
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다운로드
장바구니
목차
Ⅰ. 서론 ···················································· 21. 문제제기 ···················································· 2
2. 방법론과 문제제기 ···················································· 2
Ⅱ. 본론 ···················································· 3
1. 학벌의 의미 ···················································· 3
1.1 학벌의 사전적 의미 ···················································· 3
1.2 우리가 인식하는 학벌의 의미 ···················································· 3
1.3 학벌주의 ···················································· 3
1.4 학벌사회와 학력사회의 차이점 ···················································· 3
2. 학벌주의 원인과 현실 ···················································· 4
2.1 국가주의 이데올리기에 기초 ···················································· 4
2.2 신분의식과 문벌 의식 ···················································· 4
2.3 학연(동문) 우선주의 ···················································· 4
2.4 시험만능주의 ···················································· 5
2.5 학벌에 대한 사회적 편견 ···················································· 5
3. 학벌주의가 우리 사회에 가져다 주는 폐해 ···················································· 5
3.1 소수 학벌의 권력 독점현상 ···················································· 5
3.2 학교 교육의 파행 운영 ···················································· 5
3.3 사교육 팽창등 공교육의 무너짐 ···················································· 6
3.4 서울대의 독점적 지위 ···················································· 6
4. 교육사회학 이론(갈등주의)의 관점에서 본 한국의 학벌 문제 규명 ························ 7
4.1 갈등주의 ···················································· 7
4.2 부르디외의 문화재생산 이론 ···················································· 8
4.2.1 부모의 학력과 학업성취 ···················································· 8
4.2.2 부모의 직업과 학업성취 ···················································· 9
4.3 Collins의 지위집단 이론 ···················································· 9
4.4 급진적 학교개혁론 ···················································· 11
5. 학벌주의에 대한 대책 ···················································· 11
5.1 교육제도 개선 ···················································· 11
5.2 학연 위주의 인맥 우선주의 타파 ···················································· 12
5.3 학력에 대한 선입견 제거와 능력을 우선시 하는 풍토 조성 ························· 12
Ⅲ. 결론 ···················································· 12
본문내용
Ⅰ. 서론1. 문제제기
불과 1달 전 우리 사회가 어떠한지 구조적인 문제, 구성원의 인식론적인 문제에 대해서 살펴볼 수 있는 하나의 사건이 발생했다. 이 사건을 통해서 많은 각계의 유명 인사들과 공인들의 자기 잘못에 대한 자기 고백이 꼬리를 물고 나왔으며, 아직도 많은 파장을 남기고 잠시 수그러진 상태로 접어든 사건이 바로 “신정아씨의 학력 위조 사건”이다.
즉 이 사건은 교수는 물론이고, 학원 강사, 연극인, 방송인, 종교인, 심지어 학력과 무관할 것 같은 연예인에에 이르기까지 우리 사회에 학력 만능주의가 얼마나 깊게 뿌리 내렸는지를 가늠케 하였다.
공인들로서 사회적으로 모범적 위치에 있어야할 사람들이 자기 과시나 신분치장을 위해 죄책감 없이 학력을 속여 왔다는 것은 도덕적 비난을 피할 수 없다. 더군다나 학생을 지도해야 할 위치에 있는 교육자가 학력위조를 통해 명예를 높이거나 출세에 악용했다면 이는 더 큰 지탄을 받아야 마땅하다.
하지만 이들을 대해서 비난과 처벌을 하므로 표면적인 문제를 봉합하기에 앞서 이처럼 우리 사회 가운데 학력위조가 성행할 수 밖에 없었던 이유가 무엇이며, 사회적 상황이 어떠한지 그 근원을 밝혀내거 근본적인 문제를 인식해야 할 것이다. 그리고 문제를 인식하는데 그치지 않고 학력만능주의에 빠져 있는 우리 사회를 되돌아보고 모두가 통렬히 반성하는 계기로 삼아야 할 것이다.
2. 방법론과 연구한계
이 문제에 대해서 접근하는 주된 접근법은 사회적 현상들을 먼저 파악한 후 이 사회적 현상을 발생하게 한 원인을 찾아 교육학적 이론들과 비교하여 접목하는 귀납법적 방식을 취한다. 하지만 단순히 사회적 현상을 비교 분석하는 것에 그치지 않고 역사적으로 학력문제에 대한 갈등이론이 어떠한 모습으로 나타났는지 밝힐 것이고, 이것이 현대 사회에 어떠한 모습으로 발전했는지 전개하고자 한다.
참고 자료
이종각, 「교육사회학 총론」(서울 : 동문사, 2005)이건만, 「마르크스주의 교육사회학 이론과 쟁점」 (서울 : 집문당, 2009)
강창동, 「교육사회학 이해」 (서울 : 학지사, 2009)
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