‘급진적 지리학’의 도입과 비판적 탐구를 위한 지리수업의 논리
Radical Geography and Critical Pedagogy of Geography
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실증주의 패러다임이 지리교육에 도입되면서 탐구 기능과 개념 학습을 중심으로 일대 혁신이 전개되었다. 그러나 실증주의에 근거한 과학적 인식은 지리적 현상의 기저에 놓여있는 사회 집단간의 갈등과 권력 관계를 도외시하여 학생들로 하여금 현실에서 직면하는 문제 상황을 해결하고자 하는 의식을 심어주지 못하였다. 본고는 이러한 문제의식에서 출발하여 새로운 대안을 모색하기 위하여 우선 지난 30여년 동안 전개되어 온 탈실증주의 패러다임을 검토한 다음, 시민성 중심의 지리교육에 대한 급진적 지리학과 구조주의 지리학의 공헌가능성을 검토하였다. 그러나 교사의 수업내용만 실증주의에서 구조주의로 바뀐다고 우리가 원하는 교육의 효과가 나타날 것인가? 필자는 우선 교사의 수업내용 지식과 수업실행 지식을 구분짓고, 양자가 논리적 일관성을 지니고 상호연계되어야만 교육의 효과가 나타날 것임을 논의하였다. 따라서 교사의 수업 내용뿐만 아니라 수업실행 지식도 비판적 인식 중심으로 전환될 때 사회 변혁을 위한 비판적 지리교육학이 정립될 것이다.
Abstract
Accepting positivist approach, geographical education has greatly changed, and focused on inquiry skills and concept learning. But scientific knowledge based on the positivism ignored the conflict and the power relations between the social groups, which lies behind the geographical phenomena. Therefore such education don?t provided students the consciousness to cope for the issues in realities. In order to seek the alternative, this study examined the post-positivist paradigm, especially radical and structuralist geography. However change of content can not lead learners to the initiation to the alternatives, without change of conduct knowledge. Therefore conduct knowledge must be changed from scientific inquiry to critical inquiry. By connecting the content knowledge and conduct knowledge, this study tried to figure out the critical pedagogy of geography.
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