시대적 변화에 대응하는 학교 경영 = The School Management Corresponding the Situational Change
저자
발행기관
학술지명
권호사항
발행연도
1995
작성언어
Korean
KDC
041
자료형태
학술저널
수록면
145-161(17쪽)
제공처
소장기관
Types of schools can be classified into 3 type-bureaucratic, communal, political types. But, in reality, the 3 thpes of schools are usually mixed in a school. People concerned in education can be classified into 3 kinds-people planning and managing the education in general(ministry of education, provincial office of education), people teaching students in each level of schools(teachers), people benefited by the edcation (students, parents, inhabitants). Generally speaking, the first group has so called the formal views on it, and the third group has the popular views on it.
The current situation of our education in Korea is a confused, unstable situation in which the two educational views (mechanical view, organic view) confronting and conflicting each other and the two educational functions (essential function, instrumental function) confronting and conflicing each other are flowing together in a mixed state. Such situation is influencing each school in which the three kinds of people concerned in our school education insist so strongly their opinions and rights on their own respectively.
Such situation requires a multi-dimensional approach in our school management, Such multi-dimensional approach comprises the essential dimension and the instrumental dimensions, and the intrinsic and extrinsic dimensions.
Such approach expects in our school educaion l) the cultural relevance 2) the political correspondence 3) the economic efficiency and 4) the educational effectiveness.
A school managar in such situation requires l) to establish the self-identity of his own, 2) to exersise the autonomy and control in a reasonable way in his school and 3) to put into practice the essential social behavior norms in the school life.
1) The self-identity can be constructed as such total, comprehensive answers from the following questions.
a) Who am I?
What am I?
b) What am I to do?
What am I to be?
c) What do they expect me to do?
What do they expect me to be?
2) In a school organization, the internal order is the order which the autonomy of its members pursue and the external order is the order which the control of its members pursue. The order which both autonomy and control produce in a school organization is productive in that both contribute to achieving the objectives which the school organization pursue.
3) Whether the situation of a school is bureaucratic, communal or political, the people concerned in the school education have to keep up with such social behavior norms as the following.
a) Law-abiding
Our democracy is a system based on the "law-abiding."
It is the first essential step we all have to take. If we had some unsatisfaction with the current law, first of all, we should try to amend the law, not to violate it.
b) Accountability
Each of us should discharge one's accountability in a school to which he belongs. First of all, each teacher have to teach his students so sincerely, and each student is required to study as well as he can.
c) Dialogue
Dialogue means a talking-with each other who has an opponent opinion about a problem. If two persons (groups) have an opponent opinion, they should keep on talking with each other leading to a compromise, harmony and a mutual agreement.
Our democracy is based on the mutual agreement. Dialogue makes away with the self-righteousness.
d) Open-heartednenss
In our democracy we protect one's privacy of an individual from being known. But we hope to make everything public in a public organization. As the proverb goes, "The outside of an absolutism is clean but its inside is unclean. The outside of the democracy is unclean, but its inside is clean."
In a public organization, its business including monetary and personnel affairs, has to be open to the public at any time, in any case, if necessary.
e) Mutual restraint and cooperation
Our democracy never admits one's self-righteousness.
The theologian Nieber said, "Democracy is possible because we have the ability to go to the righteousness, and it is necessary because we have the desposition to go to the unrighteousness." Our democracu provides us with the cooperation as well as the check and balance.
As we see in the above paragraph, the "law-abiding and accountability" will be more emphatic in a bureaucratic situation of a school, the "dialogue and open-heartedness will be more necessary in a communal situation of a school, and the "mutual restraint and cooperation" will be more requisite in a political situation of a school.
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