평생학습 네 기둥에 근거한 S대학교 평생교육체제사업 성인대학 졸업생의 삶의 변화 탐색 = Based on the four pillars of lifelong learning S University Lifelong Education System Project: Exploring changes in the lives of adult college graduates

국문 초록 (Abstract)

본 연구는 S대학교 평생교육체제사업 성인대학 졸업생의 학습 경험을 통해 변화된 삶을 탐색하는데 목적을 두고 있다. 연구 목적을 달성하기 위해 교육부로부터 ‘대학의 평생교육체제지원사업(LIFE)’으로 선정되어 성인단과대학을 운영한 S대학교 사례를 선정하고 문헌 연구와 질적 연구를 병행하였다. 연구 참여자는 S대학교 평생교육체제사업 성인대학 졸업생 중 학부에서 평생교육사 자격 취득 또는 과목이수를 하고 동대학원에서 평생교육학 석사학위를 취득했거나 평생교육 박사과정에 입학 예정 및 과정 중에 있는 성인학습자 10명이다. 연구 참여자의 삶의 변화를 탐색하기 위해 둘로르의 평생학습 네 기둥에 근거하여 대학생활, 석사 및 박사과정의 학습 경험을 분석한 결과 다음과 같은 결론을 도출하였다. 첫째, 알기 위한 학습 열망이 대학 문턱으로 들어오게 한 것으로 탐색되었다. 둘째, 학부 평생교육사 과정의 의미는 지식창고를 만드는 알기위한 학습, 직업 세계를 확장하는 행동하기 위한 학습, 시민 의식을 높이는 함께 살기 위한 학습, 삶의 가치를 높이는 존재를 위한 학습으로 탐색되었다. 셋째, 평생교육 학문을 통한 삶의 변화는 자신의 삶 안에 평생학습 네 기둥이 세워진 것으로 탐색되었다. 넷째, 평생교육을 통한 미래 설계는 네 기둥을 세우는 리더를 희망하는 것으로 탐색되었다. 이는 학문 탐구, 사회적 변화, 지식과 경험 나누기, 삶의 가치와 의미를 추구하는 리더이다. 후속 연구로 평생교육체제대학 입학부터 졸업까지 기간 동안 성인대학생의 변화 과정을 탐색하는 연구를 제안하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the changed lives of adult college graduates of S University's lifelong education system project through their learning experiences. In order to achieve the purpose, the case of S University, which was selected by the Ministry of Education as a ‘University Lifelong Education System Support Project (LIFE)’ and operated an adult college, was selected and literature research and qualitative research were conducted in parallel. The participants of the study were 10 adult learners who graduated from S University's Lifelong Education System Project adult college, acquired a life-long educator qualification or completed courses at the undergraduate level, obtained a master's degree in life-long education from the same graduate school, or are planning to enroll or are in the process of entering a doctoral program in life-long education. In order to explore changes in the lives of research participants, the following conclusions were drawn as a result of analyzing university life, life in master's and doctoral programs based on Delor's four pillars of lifelong learning.First, it was explored that the desire for learning was what brought students to the threshold of college. Among the four pillars of lifelong learning, the will to learn to know served as an important factor. Second, the meaning of participation in the undergraduate lifelong education history course was explored as being perceived as learning for existence. Third, changes in life through lifelong education studies were explored as the establishment of four pillars of lifelong learning in one's life. Fourth, future plans through lifelong education were explored with the hope of becoming a leader who establishes the four pillars of lifelong learning. The limitation of this study is that it was conducted 2 to 3 years after graduating from college, so there are limitations in exploring college life related to one's major. Accordingly, as a follow-up study, we propose a study to explore the change process of adult college students from admission to graduation from a lifelong education university.　In order to explore changes in the lives of research participants, the following conclusions were drawn as a result of analyzing the learning experiences of university life, master's and doctoral programs based on Delor's four pillars of lifelong learning. First, it was explored that the desire to learn to know was what brought them to the threshold of college. Second, the meaning of the undergraduate lifelong education history course was explored as learning to know to create a knowledge warehouse, learning to act to expand the world of work, learning to live together to increase civic consciousness, and learning to exist to increase the value of life. Third, changes in life through lifelong education studies were explored as the establishment of four pillars of lifelong learning in one's life. Fourth, future planning through lifelong education was explored with the hope of becoming a leader who establishes the four pillars. This is a leader who pursues academic exploration, social change, sharing knowledge and experiences, and the value and meaning of life. As a follow-up study, we proposed a study exploring the change process of adult college students from admission to graduation from a lifelong education university.