<사고와 표현> 과목의 정체성과 방향성

Abstract

In this essay, I explicate the identity of “Thinking and Expression”and its kinds, and I discuss its problems and solutions. For these, inchapter two, I call the core curriculum covering writing, presentation,debate and critical thinking by “Thinking and Expression”, and Idefine it as a collegiate compulsory course which takes charge ofacquisition, process and exchange of knowledge or information invarious fields such as reading, thinking and expression. I also explainthe history of Thinking and Expression. In chapter three, I discuss the kinds and identity of Thinking andExpression. I define the course as an independent and self-sufficientcore curriculum which is a kind of liberal education while I proposethree kinds or perspectives of Thinking and Expression. Consideringthis course as ‘Korean for everyone’ would degrade college education,and considering it as ‘critical thinking and effective expression’ wouldnot be appropriate because it restricts itself to its instrumental aspects. It therefore should be a kind of core curriculum, but it should takepart of the role as general education. I suggest thinking, expression,reading and interdisciplinary seminar as its four areas. In chapter four, as the problems or tasks, I propose theestablishment of exclusive department for liberal education in college,guarantee of faculty members’ status, minimization of class members,change in college members’ understanding. As alternatives, I suggestthe development of flexible curricula, connection with job-seekingactivities and with secondary education, globalization, residentialcollege and honors program. It would be possible to establish idealforms of interdisciplinary seminar course after the quantitative andqualitative development of this course.