잠재적 교육과정의 재개념화 필요성 탐색 (A Study on the Necessity of Reconceptualization of Hidden Curriculum)

서지정보

· 발행기관 : 한국교육과정학회
· 수록지 정보 : 교육과정연구 / 20권 / 4호 / 51 ~ 66페이지
· 저자명 : 김재춘

초록

이 글에서 연구자는 잠재적 교육과정의 재개념화의 필요성을 탐색하고자 하였다. 이러한 연구의 목적을 달성하기 위하여 세 종류의 작업이 이루어졌다. 첫째, 잠재적 교육과정의 무용성과 성립불가능성을 주장한 사람들의 논의를 교육과정 개발 패러다임이라는 맥락에서 분석하였다. 둘째, 잠재적 교육과정은 이해 패러다임에서 의미있게 자리매김 될 수 있음을 논한 다음, 개발 패러다임에서 제시된 잠재적 교육 과정에 대한 비판을 이해 패러다임에서 재검토하였다. 셋째, 개발 패러다임과 이해 패러다임에서 이루어진 잠재적 교육과정에 대한 논의에 기초하여 잠재적 교육과정의 재개념화의 필요성을 탐색하였다. 글을 마치면서 연구자는 잠재적 교육과정의 재개념화는 `계획 대 결과`, `가치 대 사실` 등과 같은 구분에 근거하여 전통적인 방식으로 이루어지기보다는 `교과 교육의 구체적인 관심과 효과`대 `학교 교육의 총체적인 관심과 효과`, `의식의 형성`대 `무의식의 형성` 등과 같은 구분에 근거하여 이루어질 필요가 있음을 주장하였다.

영어초록

The concept of hidden curriculum have made a great contribution to the development of curriculum theory and practice since it appeared about 30 years ago. However, some scholars asserted repeatedly that hidden curriculum is a wrong concept because the word of curriculum cannot be employed to describe the outcomes of education. Still others criticized the concept of hidden curriculum by maintaining that hidden curriculum is an irrelevant name because it has been wrongly utilized in order to indicate value-free state of affairs which are to be found as a result of educational activities. In this paper, it is maintained that the concept of hidden curriculum should be understood in the paradigm of curriculum understanding. In the context of curriculum understanding, those distinctions between planning and outcomes, and between value and fact are not regarded as opposites among which we have to choose one side against the other, but as two different aspects of curriculum. Within the paradigm of curriculum understanding, the concept of hidden curriculum is secured as a meaningful concept for educational studies. However, hidden curriculum should be reconceptualized in order to make a further contribution to educational studies. First, as many educational scholars came to employ the concept of hidden curriculum in their writings, its meaning became confused. Second, as educators payed much attention to the hidden curriculum in their planning stage of educational activities, the boundaries between hidden and manifest curriculum became blurred. In the paper, it is proposed that hidden curriculum should be reconceptualized in the direction that the difference between hidden and manifest curriculum should be based on the distinction between total effect of school site and specific effect of subject matter, and between formation of unconsciousness and formation of consciousness. How hidden curriculum is to be reconceptualized utilizing those concepts such as total effect of school site and formation of unconsciousness should be studied further.

참고자료

· 없음