학교제도의 합리성에 비추어본 학벌사회의 도덕적 위기

Abstract

The aim of this paper is to conceptualize the rationality embedded in school education(school institution), which is a critical and significant methodology against moral crises and tangled myths in educational theories and practices in ‘hakbul society’. The first step to do this is to describe and explain the remarkable characteristic of our educational culture which is named ‘hakbulism’, and to indicate 1) the moral crises, which is our way of living focused primarily on the values of ‘leaving (toward the central) and negation’, and 2) myths in education, a set of mythical words and thoughts concerned with education, just like ‘the more central is the better in both geography and social relation’, ‘the result is of more consequence than the process in educational experience’, the high-scored-in-achievement people, especially graduates from top universities, deserved to be more authorized than the lowers in our society, and so on. The second step is to conceptualize the rationality embedded in school institution, shortly ‘the rational school’, which is concerned with the following questions: first, what is the ultimate values and aims in school education and second, who are the educational subjects and how are their dynamic relations in school institution focused on their rational activities? This paper lays fingers on the fact that the hakbul culture in our society is supposed to have come from the neglect of privatized objectives in education. Therefore, this paper suggests that the restoration of ‘the public’ and rationality in school education, that is, creating an atmosphere of ‘public dialogue’ is the critical key to make it possible to establish the real education in our schools.