경험으로서의 움직임: 2015·2022 고등학교 체육교과 표현영역의 철학적 재해석

Abstract

This study investigates the expression domain of the 2015 revised high school Physical Education curriculum and that of the 2022 revised Physical Education II curriculum, elucidating the educational-philosophical implications inherent in the shifts of language and structural organization within expression education. The direction of these changes is interpreted through John Dewey’s Art as Experience, applying an experience-based educational philosophy to examine whether physical education has deepened and expanded from a skill-centered approach to one that emphasizes meaning and sensibility, and whether it demonstrates a holistic educational orientation. Document analysis and a hermeneutic approach reveal that the expression domain conceptualizes the body not as an instrument for acquiring technical skills but as a subject of meaning-making, thereby restoring and strengthening the essential aims of holistic education that integrate sensibility, aesthetic experience, creativity, and cultural engagement. The significance of this study lies in demonstrating that the expression domain in high school physical education is not a supplementary area for physical skill training but an area grounded in theoretical and philosophical meaning, offering a basis for reconsidering the institutional and educational role of school dance education. This study provides philosophical grounding for curriculum design, assessment frameworks, and teacher professional development, while also highlighting the need for further research—such as textbook analysis and classroom-based studies—to deepen understanding of how these principles are enacted in practice.