교육과정에 관한 학문적 탐구는 전통적으로 ‘실제적 접근’과 ‘이론적 접근’이라는 두 가지 방향에서 시도되고 있다. 전자가 장차 활용될 교육과정을 ‘개발’하는 전향적 관점을 취한다면, 후자는 기존의 교육과정을 ‘이해’하고 ‘설명’하는 후향적 관점을 취하고 있다. 그런데 실제적 접근은 후세대에 이르러 교육과정의 개발에 활용되는 전문적인 능력과 관련된 근본적인 질문을 안겨준다. 이론적 접근에 의하여 정립된 다양한 형태의 이해는 성격상 실제적 접근이 안겨주는 바로 그 질문에 대한 나름의 대답으로 간주될 수 있다. 즉, 교과가 학습자의 심성을 함양시키는 과정에 관한 이론적 이해는 바로 그 전문적인 능력의 심리적 대응물에 해당한다. 메타프락시스라는 담론형식은 이러한 이론적 접근이 단순히 학습자의 심성이 함양되는 과정을 드러내는 데에 머물지 않고 그 일을 수행하는 당사자의 심성을 함양하는 통로가 된다는 점을 보여준다는 점에서 중요성을 띤다.

The purpose of this study is to review the achievements in curriculum from the synchronical perspective. In history of curriculum studies, it has been approached in two kinds of paradigm named the practical and the theoretical. The one takes its course to develop the curriculum for the future education, the other to look back upon the meaning of the past curriculum implemented already. To see the point of contact between the two paradigms, we have to examine the process of evolution the practical paradigm. The first generation of it suggests that we must develop curriculum based on guiding principles. But, its second generation gives us the alternative to it. From their standpoint, curriculum has been developed by professional capacity that is possessed in the participants till now. But, this advocacy raises a fundamental question that ask the nature of the professional capacity used in curriculum development. We find the answer to the fundamental question in the achievements of the theoretical paradigm. As a matter of fact, the achievements resulted from understandings of the process in various aspects that the spirit of student is cultivated by virtue of learning school-subjects. The very understandings are in its nature basis of the professional capacity. 'Metapraxis' as a form of discourses makes us realize that the theoretical paradigm is a device not only to understand the process of cultivating the spirit of student, but also to cultivate the spirit of agent.

The purpose of this study is to review the achievements in curriculum from the synchronical perspective. In history of curriculum studies, it has been approached in two kinds of paradigm named the practical and the theoretical. The one takes its course to develop the curriculum for the future education, the other to look back upon the meaning of the past curriculum implemented already. To see the point of contact between the two paradigms, we have to examine the process of evolution the practical paradigm. The first generation of it suggests that we must develop curriculum based on guiding principles. But, its second generation gives us the alternative to it. From their standpoint, curriculum has been developed by professional capacity that is possessed in the participants till now. But, this advocacy raises a fundamental question that ask the nature of the professional capacity used in curriculum development. We find the answer to the fundamental question in the achievements of the theoretical paradigm. As a matter of fact, the achievements resulted from understandings of the process in various aspects that the spirit of student is cultivated by virtue of learning school-subjects. The very understandings are in its nature basis of the professional capacity. 'Metapraxis' as a form of discourses makes us realize that the theoretical paradigm is a device not only to understand the process of cultivating the spirit of student, but also to cultivate the spirit of agent.

curriculum, practical perspective, theoretical perspective, metapraxis