사회변화와 교육의 변화 및 개혁에 관한 이론적 고찰

• 영문명: A Theoretical Approach to the Relationship between Social Change and Educational Reform
• 발행기관: 성신여자대학교 교육문제연구소
• 저자명: 신군자(Shin, Kun-Za)
• 간행물 정보: 『교육연구』제31집, 53~82쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1997.02.28

국문 초록

본 연구의 목적은 앞으로 21세기 사회가 어떤 모습으로 우리에게 다가오고 있으며, 나아가 그러한 사회변화의 추세가 교육에 무엇을 요구하는지를 시사하고, 앞으로 나아가야할 교육개혁의 방향을 시사해 보는 것이다. 먼저 사회변화와 교육의 변호와의 관계론을 고찰해 보고자 한다. 그리고 그 결과를 기초로 하여 도래학 21세기 사회가 어떤 모습으로 우리에게 다가오고 있으며 나아가 사회변화의 추세가 교육에 무엇을 요구하는지를 제시한 후, 앞으로 나아가야할 교육개혁의 방향을 시사해 보고자 한다.

영문 초록

The Ability to cope with change is the generic capacity needed for the twenty-first century. But education ha been defined on the basis of its functional role for society. A typical theory defining education in instrumental terms is the structural functionalism. Functionalist theory is more concerned with harmonious relations between the components of social systems and emphasizes smooth, cumulative change. This model has been challenged by conflicting theories. Theories that cluster more or less within the conflict paradigm emphasize the inherent instability of social systems and the conflicts over values, resources, and power that follow as a national consequence. Marxists and neo-marxists emphasize economic conflict: students of cultural revitalization processes are primarily concerned with conflicting value and cultural systems: and writers using resistance theories are concerned with conflict arising from oppressive institutions and imperfect human nature. Although the conflicting paradigm is critical of the functional paradigm, it also has depicted education in instrumental terms. Education has to be defined on the basis of the individual. Education should focus on the positive disposition to keep on learning in the face of constant change and societal complexity. For the purpose, education should produce a learning society, indeed a learning globe. What we don't know is how to achieve these goals for all students. The reason that this is difficult is that it requires a prodigious and mobilized effort and collaboration among a number of constituencies-parents and community, business and industry, government and other social agencies, and the education system. We must look worldwide for ideas, and ultimately look worldwide for solutions. The project is an attempt to move a step toward it. We do not believe that there is an easy solution to any of these problems. Nor do we believe, however, that the problems are the inevitable consequence of life in the modern era. If one takes a crass-national perspective, one discovers that certain societies are adapting far more successfully to the requirements of the information age than the others. Moreover, the societies that appear to be adapting most successfully are those that have historically placed a very high value on learning, and regard it as a lifelong process. Not coincidentally, they are also societies whose social institutions ensure that learning take place across all social classes, and across the full life span. In short, the development of a learning society is all of our responsibilities: if we are to find a way to optimize the development of our human resources, we must examine the nature of our social institutions throughout the lifespan, and determine the extent to which they do or do not foster a lifetime of continuous learning and the ability to cope with change.

목차

Ⅰ. 서론

Ⅱ. 사회변화와 교육과의 관계론

Ⅲ. 교육개혁의 방향

Ⅳ. 결론

참고문헌

ABSTRACT