특수학교 교육과정의 포스트모더니즘적 이해에 대한 담론
Discourses of the postmodern understanding of the curriculum in special school
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Abstract
Post-structural society does not stick to the fixed frame of thoughts but pursued various different paradigms which can be applied in terms of time,space and entity where numerous frames of thoughts co-exist. Likewise, diversity in education on the scene should be sustained in light of subjects, time and objects. Therefore, this era can be seen not just searching for the right answer but generating the individual meaning, concept, value respectively. The system of family and education in postmodernism is seen like permeable one. Contrary to the clear border in structerism, family institution in postmodernism does not have a clear border among gender, age, public and private matters, workplace and home. Likewise, because the structure of education is open to the public, the permeability should be strong and not blocked by the structure itself. Thus, permeable educational system is more dominated by the characteristic of difference, particularity and irregularity than progress, universality and regularity so that many different education model can be utilized in the perspective of emancipatory education model. Concepts are needed to be organized from students' inner mind to develop novel, collaborative and sensitive human. Postmodernism has a subjective orientation and the characteristic of entity, originality, transiency and diversity that may look chaotic. However, the constituting dominant principle of entity is orderly and clarified system. The curriculum of postmodern society is the unlimited resources generated from students' mind and it can be described as the inner development. Besides, a collaborative approach and interdisplinary approach are needed for originality and to foster collaborative human met the requirements of postmodern society. For student -centered curriculum, the content of education should be open for individual students to be reconstructed.
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