‘public’의 개념적 의미 확장을 통한 공교육사상의 재구성
Reconstruction of Public Education Ideas through Conceptual Expansion of ‘Public’
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연구목적 및 연구방법: 공교육은 교육을 국가행정의 영역으로 설정한 국가조직화 계획으로 등장한 국민교육 체제의 산물이다. 그런데 1990년대 들어 공교육 제도의 체제적 결함, 즉 효율성, 경쟁력 등에 있어 결함을 갖고 있다는 비판적 목소리가 나오기 시작했다. 이러한 비판적 도전을 받은 공교육사상은 새로운 시대에 부응하는 논리를 만들어야 했다. 사실 그동안 공교육의 ‘공(公)’ 사상은 ‘사(私)’가 아닌 국가의 주도성을 강조하여왔다. ‘共’이 결여된 ‘公’의 강조는 교육의 관료화와 전체주의화 그리고 시장화로 변질될 가능성이 있다. 결론: 따라서 공교육의 변질 가능성을 제어하려면 공교육의 ‘공’ 개념을 확장할 필요가 있다. ‘공(公)’은 ‘국가’ 및 ‘관’의 의미를 넘어 ‘공정한’, ‘함께’, ‘더불어’, ‘공동의’ 그리고 ‘공공성’의 의미로 확장될 필요가 있다. 동시에 ‘公’과 ‘共’이 결합된 ‘public’의 개념은 ‘공통성’, ‘정치성’, ‘공론장’, ‘공평성’, ‘공중’의 의미로 확장할 필요가 있다.
Abstract
Purpose & Method: Public education is the product of the national education system that emerged as a national organization plan that set education as the domain of state administration. In the 1990s, however, the voices pointing to systematic deficiencies in the public education system increased. Among them, the logic of neo-liberalism raised the criticism that it transformed education into business and devastated public education. In front of this challenge, public education thought had to establish new logic. In the meantime, the ‘public’ idea of public education has emphasized the initiative of ‘state’, not ‘private’. Therefore, there is a danger that ‘public’ lacking ‘common’ will be transformed into bureaucratization, totalitarianism and marketization of education. To prevent the distortion of public education, it is necessary to expand the concept of ‘public’ in public education. Conclusion: According to recent research, it is seen that ‘public’ extends beyond the meaning of ‘dominant power’ and refer to ‘fair’, and also expands to the meaning of ‘together’ and ‘common’. The meaning of 'commonality', ‘politics’, ‘public sphere’, ‘fairness’, and ‘public’ are included in ‘public’ which has the meaning of ‘publicity’ and ‘commonality’ at the same time.
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