번스타인·영·브로디외·애플의 교육과정 사회학에 나타난 지식과 교육과 마음의 관계
The Relationship between Knowledge and Education Implied in the Theories of Sociology of School Curriculum by Bernstein, Young, Bourdieu, and Apple
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교육과정 사회학은 교육과정을 중립적인 것이 아니라 정치적인 산물로 간주하면서 그것을 비판적인 시각에서 조망하려는 일련의 시도를 가리킨다. 번스타인이 지적하는 언어 코드와 지식 코드, 영이 주장하는 지식의 계층화, 브로디외가 내세우는 문화자본과 아비투스, 애플에 의하여 정립된 헤게모니는 그러한 비판적인 시도를 위하여 마련된 대표적인 개념으로 지목되고 있다. 그러나 그들의 시도가 어떻게 연결될 수 있는가 하는 것, 그들의 시도가 안고 있는 궁극적인 난점은 무엇인가 하는 것, 그리고 그 난점은 어디에서 유래된 것이며 어떻게 해소될 수 있는가 하는 것은 그다지 관심을 끌지 못했다. 본 연구에서는 이러한 일련의 질문에 대답하기 위하여 먼저 이들 네 학자의 견해를 관련과 차이에 초점을 두고 입체적으로 고찰한 이후에 각각의 견해가 안고 있는 문제점과 더불어 그 문제점을 관통하는 근본적인 난점을 드러내었다. 그리고 말미에서는 앞의 논의에 근거하여 교육과정 사회학이 나아가야 할 장차의 방향을 모색하였다.
Abstract
The purpose of this study is to explicate the relationship between knowledge and education implied in the theories of sociology of school curriculum by Berestein, Young, Bourdieu, and Apple. The sociology of school curriculum is a field of science which focus on critical analysis into school curriculum with sociological perspective. It is a common argument of the field that school curriculum is not the given as neutral one but the made with political intension. There are several cardinal concepts for the argument: linguistic codes and knowledge codes made by Bernstein, stratification of knowledge by Young, cultural capital and habitus by Bourdieu, and hegemony by Apple. There is a tendency that their opinions based on these concepts have been discussed separately from this to that. But, according to this study, their opinions are connected with the common argument. That is to say, Bernstein explained his sociological opinion about curriculum with linguistic codes and knowledge codes, and Young developed knowledge codes to stratification of knowledge. As contrast with the opinions of these scholars, viewpoints of Bourdieu and Apple moved from knowledge to mind. Concretely speaking, Bourdieu’s habitus is a personal mind internalized by education, and Apple’s hegemony is a social mind spreading in society. However, sociology of curriculum is faced with criticism that it reach at emptiness finally, because they have no room for reflecting their abilities which are used to construct sociology of curriculum. To reflect the abilities must be their business in the future.
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