이 글은 교육과정 가치, 목표, 내용 선정 원리 또는 준거 등의 이론적 탐색을 통해 사회적 요구의 교육과정적 정당성 준거를 탐색하고 향후 교육과정에 가해지는 사회적 요구를 합리적인 방법으로 선별하여 교육과정에 반영할 수 있는 후속 연구에 대한 방향을 제시하는 데 있다. 본 연구에서는 교육과정에 대한 사회적 요구를 사회적 준거와 교육적 준거로 구분하고 이러한 준거를 통해 여과 과정을 거친 후 교육과정에 진입시켜야 한다고 지적하였다. 또한 사회적 준거로는 사회적 보편성, 사회적 유용성, 사회적 중핵성, 공동의 선(goods)에의 부합성을 제시하였고, 교육적 준거로는 교육 목적 부합성, 교수 가능성, 학습 가능성, 학습자의 흥미 부합성, 교과 친화성을 제시하였다. 본 연구에서 제시한 준거는 구체적 준거라기보다는 이론적 개관을 통한 추상적 준거라는 한계를 지니고 있다. 따라서 본 연구에서 제시한 준거를 바탕으로 구체적 준거를 개발하고, 개발된 준거에 의해 사회적 요구를 검증하고 교육과정에 반영하는 시스템을 체계적으로 구축할 필요가 있다.

The purpose of this research is to inquire the curricular propriety criteria of social needs by searching theoretical consideration such as curriculum value, goal, and contents selection principle or criteria. Also, this research intends to deliver the direction of following study which can reflect the social needs that have influence on curriculum by assorting reasonably. This research divided the curricular social needs into social criteria and educational criteria and indicated to input the curricular social needs after filtering using these two criteria. In addition, this research presented coincidence of social universality, social usefulness, social core, and appropriateness to common goods as the social criteria. Moreover, this research indicated education purpose coincidence, instruction possibility, study possibility, interest coincidence of students, and curricular fraternity as the educational criteria. The presented criteria in this research places a limit on the abstract criteria not the concrete criteria. Therefore it is required to organize the system that develops the concrete criteria based on the abstract criteria, examines the social needs depending on developed criteria, and reflects on curriculum.

The purpose of this research is to inquire the curricular propriety criteria of social needs by searching theoretical consideration such as curriculum value, goal, and contents selection principle or criteria. Also, this research intends to deliver the direction of following study which can reflect the social needs that have influence on curriculum by assorting reasonably. This research divided the curricular social needs into social criteria and educational criteria and indicated to input the curricular social needs after filtering using these two criteria. In addition, this research presented coincidence of social universality, social usefulness, social core, and appropriateness to common goods as the social criteria. Moreover, this research indicated education purpose coincidence, instruction possibility, study possibility, interest coincidence of students, and curricular fraternity as the educational criteria. The presented criteria in this research places a limit on the abstract criteria not the concrete criteria. Therefore it is required to organize the system that develops the concrete criteria based on the abstract criteria, examines the social needs depending on developed criteria, and reflects on curriculum.

social needs, curricular propriety, social criteria, educational criteria