earticle

영어

This paper characterized the Korean National Curriculum as a battlefield for the interests of various social groups to expand their influence on school curriculum. Traditionally, conflicts in curriculum had been considered to occur around different educational philosophies on which knowledge or contents are worth to teach. However, conflicts in the Korean school curriculum are more likely social conflicts in which not only different social groups' educational visions but also their interests severely confront with each other. One of the most important parties of the conflict in the national curriculum is the group of college academics. In Korea, an increasing number of academic fields have lost their appeal or competitiveness in academic market places due to a trend in which each academic discipline's "economic applicability" is emphasized. The less appealing is the academic field in the academic market place, the more relied the field its academic reproduction system on school curriculum If certain knowledge or themes related to a one specific academic discipline are taught in school curriculum, the discipline can be taught to a large number of college students to become teachers in this unstable economic situation. Once courses of a certain academic discipline are open in college curriculum, especially the college of education, the academics in the discipline can maintain their own academic department. By maintaining their independent departments in college and universities, each academic field can attract their disciples. The more time allocation for the teaching of certain academic fields in school curriculum guarantee the more stability of each field's status in the Korean academic market place. In addition to college academics, recently, various social groups representing the interests of various social sectors including business, local governments, workers, farmers and women began to closely examine how they are projected in textbooks and curriculum. Further, they began to request to include more contents or topics related to their area in the national curriculum and textbook. Increasing pressure from various social groups on national curriculum and textbooks tend to increase the quantity of content knowledge that students should learn in school. However, the centralized national curriculum decision making system has revealed a serious weakness in resolving these conflicts of social groups to include more content knowledge to various them. This paper presented several alternatives to improve the decision making system to resolve those conflicts around the Korean national curriculum in a way to reduce the burden of students.

한국어

본 논문에서는 교육과정 개발 과정을 다양한 사회적 세력 간의 갈등해결과정으로 규정하면서, 국가교육과정을 둘러싼 다양한 갈등 양상 및 원인을 분석하고 그 대안을 제시하고자 하였다. 교육과정을 둘러싼 갈등은 전통적으로 어떤 지식이 가치 있는 지에 관한 철학적 논쟁의 양상을 띤 것이었다면, 한국에서의 갈등은 철학적 갈등을 넘어서 교과의 배경학문들 간의 이기주의적 갈등의 양상을 빚고 있다. 이러한 갈등은 특정 교과에 관련 학문의 내용이 얼마나 포함되는지가 그 학문 분야의 재생산 구조에 영향을 미치는 한국적 현실과 관련이 있다. 한편 최근에는 교과이기주의 이외에도 새로운 갈등 요인이 추가되고 있는데, 재계를 비롯한 다양한 사회적 세력들이 교육과정 및 교과서에 관심을 기울이기 시작하면서 자신들의 이해관계가 교과서에 어떻게 투사되는지를 면밀히 분석할 뿐 아니라 자신들과 관련된 내용들이 추가될 것을 요구하기에 이르렀다. 이러한 요구들은 결국 학습 부담의 증가로 연결될 가능성이 높다는 점에서 본 논문에서는 이와 관련된 다양한 대안을 제시하고 있다.