4차 산업혁명 시대 초등교육의 정체성과 역할

Abstract

Recently, Many Researchers predict the coming of the 4th industrial revolution era, and emphasize the education reform that is prepared for this. These claims take the external environment of the 4th industrial revolution as a major factor in educational reform, not as a task or environment faced by education. Instead of discussing the reform of education for the 4th Industrial Revolution, I examined the identities and roles that education should still observe in the era of the 4th Industrial Revolution. This work is part of overcoming the limitations of the instrumental educational reforms related to the 4th Industrial Revolution. As we all know, since the end of the 19th century, elementary education in Korea has established the identity of ordinary education and free compulsory education. Based on this identity, elementary education played a role of basic curriculum, career search, civic education, and life education. The researchers felt that this identity of elementary education and its role should be maintained in the era of the 4th industrial revolution. In the era of the 4th industrial revolution, there is a greater possibility that the minimum welfare for the human life is threatened, such as the stratified inequality is worsened. I also understood that the above four roles will be valid in the era of the 4th Industrial Revolution. Because, in the 4th industrial revolution era, human will interact with other people and live a social and political life. There is, of course, an additional role that elementary education has to play in the era of the 4th Industrial Revolution. That is the strengthening of civic education that allows students to choose and decide the concrete life form and social environment of the 4th industrial revolution era they should live.