批判的 敎育課程理論에 關한 硏究 = A Study of the Critical Curriculum Theory

다국어 초록 (Multilingual Abstract)

In this study the reporter considers that the curriculum field has been dominated by a mode of reasoning that contains a number of flawed assumptions about the nature of theory, knowledge, and science. As a result, the traditional model of curriculum has failed to acknowledge a number of fundamental questions concerning the idological underpinnings of curriculum design and evaluation as well as the relationship between schools and the lager social order.
In response to the failure of the traditional approach to curriculum theorizing and practice, a number of educational theorists have emerged to challenge some of the most basic assumptions associated with the dominant approach to the curriculum field. The critics under the category of the new sociology of curriculum and argues that the new sociology of curriculum movement provide educators with number of possibilities for developing more flexible and humanizing forms of pedagogy.
Critical curriculum theory must be situational. It must analyze the various dimensions of pedagogy as part of the historical and cultural conjunctures in which they occur.
In conclusion, the keynote of this study could be summarized as follows;
1. The foundation for a new mode of curriculum must be as deeply historical as it is critical. In fact, the critical sensibility must be seen as an exteusion of historical consciousness. The genesis, development, and unfolding of ideas, social relationships, and modes of inquiry and evaluation must be viewed as part of an ongoing development of complex, historically bound social conditions and formations.
2. The new mode of curriculum must be deeply personal, but only in the sense that it recognizes individual uniqueness and needs as part of a specific social reality. Curriculum educators must be able to recognize the relevance and importance of accepting and using multiple language and forms of cultural capital.
3. A new mode of curriculum must abandon the ideological pretense of being value-free. To acknowledge that the choices we make concerning all facets of curriculum and pedagogy are value-laden is to liberate ourselves from imposing our own values on others. To admit as such means that we can begin with the notion that reality should never be taken as a given but, instead, has to be questioned and analyzed. In other words, knowledge has to be made problematic and has to be situated in classram social relationships that allow for debate and communication.
4. A new mode of curriculum rationality will have to subordinate technical interests to ethical considerations. The question of means must be subordinated to questions that speak to the ethical consequences of our pursuits.

목차 (Table of Contents)

• Ⅰ. 序 言
• Ⅱ. 批判的 敎育課程理論의 形成背景
• 1. 學校敎育에 대한 社會的 批判
• 2. 批判的 敎育課程論議의 學問的 傾向
• Ⅲ. 傳統的 敎育課程樣式의 批判的 檢討
• 1. 傳統的 敎育課程樣式의 合理性
• 2. 傳統的 敎育課程樣式의 短點
• Ⅳ. 批判的 敎育課程理論의 爭點
• Ⅴ. 結 言