Schwab의 실제적 교육과정 이론 탐구 = In Search of Schwab’s practical curriculum theory

다국어 초록 (Multilingual Abstract)

The purpose of this study is to study Schwab’s practical curriculum theory which can overcome problems of rationalism. This study focuses on looking into the characters of theories and practice and the limits of practical curriculum theory. As the limits revealed above, this study finds new solutions that can remedy shortcomings of practical curriculum theory. The narrative is the expected effective solution of this study. The summaries of this study are as below.
First, I inquired the characters of theory and practice in curriculum. The theory has problems of structure, value and application. And the practice has a problem of divided perspectives. The relation of theory and practice also has problems.
Second, Schwab introduce ‘Practical’ by four theses. The practical theory is based on Aristoteles and Dewey. And the important concepts are Practical Theory, Quasi-practical Theory and Eclectic Theory. The practical curriculum theory that consists of the interaction with four commonplaces developed into Walker’s Naturalistic Model.
Third, Schwab’s practical theory has problems of curriculum development, commonplaces, concreteness of the curriculum and relation between theory and practice. For overcoming these problems, consolidating the boundaries of disciplines, switching our cognition and the narrative were suggested this study.
Forth, the most suitable solution that can back up practical curriculum is narrative. In practical curriculum, narrative can merge the theory and practice by interpretation of Personal Practical Knowledge.
Schwab noted the crisis of curriculum. Schwab outlined six symptoms of the crisis. First, the curriculum is not designed by practitioners but by others such as government officials, theorists, etc. Second, topics of discussions were repeated and often involved abstract subjects or meta-theory topics. Third, a review of past theories is made. Fourth, the researchers studied the existing theories and explored the history of these theories. Fifth, the concept was discussed again by translating to the new language. Sixth, an exhaustive debate increases. The symptoms of Schwab means a stagnation of discipline. The main reason for stagnation of discipline is that the field of academic research does not extended anymore.
However, when the event of a crisis of discipline occurs, if fresh research topics are not included then the field of research concentrates on the traditional field of research. Also researchers try to consolidate the existing theories rather than expand outside of the discipline. The absence of new research topics has caused the abstraction of studies of existing concepts and theories. However, excessive abstraction has caused theories distance themselves from contexts of problems in the field. Practitioners in the field feel uncomfortable in applying realistic context and will question necessity and effectiveness of the theory. Finally, practitioners did not need theorists, this caused conflict between practical problems and disciplines, and the discipline is isolated again. So, Schwab mentions the abstraction of discipline that will begin a vicious cycle as a sign of the crisis.
The discussion about the two aspects of the theory and practice in all studies has a long history. The theories and practices have inherent natures. Theory is the pursuit of unknown objects by intellectual desires that exist inside a person. Theory builds knowledge that has universality and generality by being generated in each individual experience and knowledge. On the other hand, there is the practice pursuit solution of actual problems. The purpose of practice is to search for the most effective solution among varied solutions and get realistic effects by putting these solutions into practice.
The gap between theory and practice is due to the nature of theory and practice. Theory as a discipline has a unique structure. Schwab classified the structure of discipline as having organizational, substantive and syntactical structures. Schwab said, a problem has been encountered while defining the discipline as not one structure but three structures.
Curriculum that belongs to education have many coadjacent disciplines. All disciplines share or are associated with education. This quality of the education as discipline obscures the boundaries of education and the boundaries of curriculum.
The value of the theory is another matter. There must be limit because all theories and disciplines are created by people. It is quite informative to study from various values and perspectives for diversification of disciplines. However, to realize the theory is a little different. There is only one person who faces problems in the actual phase. He also has his own values and perspectives. The conflict of these values and perspectives can not be avoided. Therefore, many studies tired to remove this conflict by excluding the values ​​and perspectives.
However, the value of the theory can not be ruled out. The existing curriculum design of traditionalism tries to take the objective and neutral position by making the curriculum design a series of processes that remove values of theories. This was based on an assumption that was consisted of possibilities of rational and scientific process can be accepted by everyone, but this assumption caused other criticisms.
The last problem of the theory is the nature of the curriculum. There are the five problems in curriculum development. First, the development of the curriculum is limited to specific areas. Second, there is a lack of research on the phenomena and experiences in curriculum. Third, Liberating Education Research has not been activated. Fourth, the study of life and work of teachers is not enough. Fifth, there is a lack of research on post-positivism education research. There are other aspects of the Schwab’s academic crisis in Korean curriculum. It can be interpreted as the appearance of Schwab’s six signs of the crisis in Korean curriculum.
The issue with practice is a different problem. The problem show that how to use the theory. It was divided into essentialism and pragmatism. In essentialism, education is the life of human. In pragmatism, education is a means to an end.
The relationships between theory and practice are classified as logistic, operational, problematic and dialectical relationship. Each perspectives looks to be two separate things that can be divided or be one thing that can not be divided. The process of change from theory to practice will be estimated, depending on how each perspective sees the gap between the theory and practice. We can also know what perspective was influencing our curriculum design.
Schwab suggested solutions that narrow the gap between theory and practice. Practical theory that was suggested because the symptoms of the crisis started with the criticism of the traditional perspective that emphasized objective and general curriculum. He suggested three concepts for overcoming theoretical problems. First, there is practical theory as the theoretical definition of the theory. Practical theory is the theory to reach the ultimate rationality like absolute truth. Second, there is quasi-practical theory that reflects actual factors by an application of the theory. It investigates the most suitable theory in the actual context. The theories that were the most effective in environments similar to the problem environment are selected and carried out. Third, there is eclectic theory that approves the weaknesses of theories. Theories do not explain and predict everything. The man who uses theories has also a prejudice. Because of having a weakness, we need to figure out the imperfection and prejudice that theories have in selecting one theory.
Schwab emphasizes the eclectic theory and draws the blueprint of the curriculum design. Schwab refers to the four important elements in the curriculum design. Subject matter, learners, the milieus and teachers all help create the curriculum design. Each of the four elements are closely related and affect. The subject, learners and society were also mentioned for elements of curriculum design by Tyler. Teachers that were freshly mentioned changed completely the traditional method of the curriculum design. Recent research on the role of the teacher in curriculum are going deep into the study of the relationship between the four elements. In this paper, the research of the correlation of these factors was processed. Each element does not affect one-sidely and are not depend on other elements. Every element is equal and incomparably. Schwab asserts the curriculum design consisting of equal participation of subject matter, learners, the milieus and teachers.
Subject matter, learners, the milieus and teachers are all important members of the curriculum development and ought to take part in curriculum development. To this end, Schwab deployed a chairman as a new element in curriculum development. Schwab said, the chairman must do five roles to lead curriculum development are reflect opinions of the four elements. First, the chairman has to let a member of the curriculum development experience the realistic field of the curriculum consistently. Second, the chairman has to let a member of the curriculum development observe behaviors of students in scene of practice. Third, the chairman has to let a member of the curriculum development have access to with the latest results of studies. Forth the chairman has to let a member of the curriculum development provide the data of the past curriculum development. Fifth, the chairman has to homogenize and agree with concepts that are being used among the members.
A concrete practical curriculum based on the practical was not found in Schwab’s studies. However, Walker showed a model of the curriculum design based on curriculum’s elements and deliberation of Schwab. Although traditional curriculum did not reflected the actual field when it was carried out in schools. Walker’s curriculum model which is the process of platform, deliberation and design was named Naturalistic Model for Curriculum Development because Walker’s model explains actual aspects of curriculum practice in the inside of teachers and schools.
As with any theory, Schwab’s practical curriculum theory also has limitations. In practical curriculum theory, it is not enough to explain to the participating members of the curriculum development. The subject matter are too much to consider. Moreover, the subject matter have too restrictions that apply to other areas. Learners are also unpredictable. Each learners’s characters are unique and do not have common commonality. Although the major characters of students dominate, the minor characters of students should be respected. The milieus are also an uncertain boundary and are unpredictable like students. Although the teachers are animated areas that are being studied, results of studies still do not directly help curriculum development and are merely explanations of the teacher’s life and experiences.
In this paper, three alternatives are suggested to overcome these limits. First, we have to consolidate the boundaries of disciplines. We have to stop developing curriculum not by curriculum’s theories and principles but by another discipline’s values and ideologies. Second, we have to switch our cognition. Hirst is a scholar who switched his cognition. In the case of Korea, there are not enough sympathies to develop practical curriculum. A gap between the practice and theory is generally accepted. However, not a lot of effort is used and only a few theorist do studies about the gap. Switching cognition will be a cornerstone of cooperation between curriculum developers and curriculum practitioners. Third, the narrative is a good method for analyzing experiences of teachers or students. Schwab claimed that the curriculum must be developed by deliberating with members of the curriculum development. The process that are similar to the deliberative process in the man’s mind is always happening. The process of choosing between solutions in many information and knowledges is the deliberative process in the man’s mind. The narrative is a tool that can be used to understand this deliberative process.
Schwab’s practical curriculum and Walker’s naturalistic development model make up for Tyler’s rationalism curriculum development model. It is not that Schwab denies Tyler’s theories. And it does not also try to replace it. Schwab just wants to accept schools as the actual field and efforts of teachers that were not mentioned in Tyler’s theories. So Schwab tries to put this into the curriculum development.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 배경
• 2. 연구의 필요성 및 목적
• 3. 연구의 내용
• 4. 연구의 한계
• Ⅱ. 교육과정에서 이론과 실천의 성격
• 1. 교육과정 탐구의 두 가지 양식
• 2. 이론의 문제
• 3. 실천의 문제
• 4. 이론과 실천의 관계
• Ⅲ. Schwab의 실제성 이론
• 1. Schwab의 연구 개요
• 2. 실제성 이론의 배경
• 3. 실제성 이론의 주요 개념
• 4. 실제적 교육과정 이론
• Ⅳ. 실제성 이론의 한계와 대안
• 1. 실제성 이론의 한계
• 2. 실제성 이론의 대안
• Ⅴ. 요약 및 결론
• 1. 요약
• 2. 결론
• 참고문헌
• 영문초록