2009개정 사회과 법 교육과정에 대한 비판적 검토 -법과 정치 교육과정으로의 개정을 중심으로- = Critical Inquiry on 2009 Revised Law-Related Education -Centered on Law & Politics Subject in High School-

다국어 초록 (Multilingual Abstract)

The social studies curriculum has been revised for 8th times during 1955 to2007. In the process of revision the curriculum was deeply effected by sociopolitical situations around us. Sometimes government has exercised political power on the curriculum overtly and it has caused chaos in the field in consort with frequent revisions. As core contents of social studies, law and politics have undergone considerable changes. The primary patterns of changes are follows first, law took a share minor portion in politics, second it organized spiral structure from primary to secondary education and moved toward integration formally but separated substantially. As a result of analysis it is revealed that the main tradition of social studies curriculum is discipline-centered approach. The discipline-centered and separated curriculum invoke teacher-directed instruction and knowledge-based learning. This tradition might make some troubles between curricular aim and enacted practice. In fact, relief of overburdening learning tasks, education for developing value-attitude, fostering of problem-solving ability, reduction of total requirements are incompatible with current teacher-directed and knowledge-based school education. As the discipline-centered and separated curriculum would not be changed, this inconsistencies may last for a long time. This study reflects the phase of improvements of the primary and secondary social studies curriculum. When we look at the changes in the social studies curriculum in elementary and secondary schools, the general public areas including legal education, have failed to secure a reasonable hours. As I have identified, law-related education (below LRE) significantly has been reduced. The legal area in Training Course for School Teachers is not taking the proper proportion. The insolvency of LRE in the National University of Education and Teachers College led to lack of the LRE in the curriculum revision, which also results in insolvency of related education in school curricula, teacher training institutions, which again impaired the LRE, as a result. This vicious circle is continuing at the moment. Elementary and secondary school curriculum in the proper formulation of the law in order is in need of radical measures.