바실 번스타인(Basil Bernstein)의 후기 교육사상: 교육에서의 거시-미시 구조와 변화
The Later Work of Basil Bernstein: the Macro-micro Structure and Change in Pedagogical Practices
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초록
이 연구에서는 영국의 구조주의 교육사회학자 바실 번스타인의 후기 이론에 나타난 거시와 미시 구조의 연계적 분석과 변화에 초점을 맞춰 논의한다. 번스타인은 구조주의자로서 공시성과 보편성을 강조했지만, 후기 이론에서는 변화에 대한 설명에 주의를 기울이면서 역사적 분석과 교육적 개입(interruption)의 측면들을 부각했다. 번스타인은 평생을 통해 정교화한 교육분석틀을 통해 교수-학습과정이 단지 심리학적, 교수방법적 관심의 대상이라기보다는 계급구조, 권력분배, 통제원리와 구조적으로 연결되어 있음을 그 특유의 코드이론을 통해 밝히고자 했다. 그는 교육에 관한 거시적 이론들이 학교의 내부를 설명하지 못하고, 학교의 내부에 관심있는 이론들이 거시적 사회관계 속에서 현상을 설명해내지 못하는 한계를 넘어서, 학교와 교실이 보다 큰 사회에서의 권력 및 통제원리와 결합되면서 상대적 자율성을 지닌 일종의 정치적 장이라는 것을 이론화하고자 했다. 이 연구에서는 번스타인의 후기이론의 주요 개념인 ‘교수 기제(pedagogic device)’의 의미를 검토하고, 교육에서의 재생산과 변화의 역동을 이론화하는 논리와 그 시사점을 논의한다.
Abstract
Basil Berstein developed a complex structural theory on the macro and micro relations of power and the principle of control regarding education or pedagogic practices. Throughout his career, Bernstein modified his major concepts and updated his theory related to the changes in the social division of labor. He was keen, in particular, on the changes since the late 1970s, and incorporated the market-oriented rules into his theory. The pedagogic device that was formulated in the 1990s reflected this transformation. Towards the latter part of his academic career, Bernstein concentrated on the interruption and the re-positioning of subjects in relation to the dominant ideology. This article examines the later works of Basil Bernstein, focusing on the last two volumes (i.e., volumes 4 and 5) of the seminal work Class, Codes and Control. It discusses the political as well as pedagogical implications of Bernstein's analysis as to how he explained the change or interruption in the reproduction of power and social control.
참고문헌 (28)
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