‘Post-ACE’ 시대 공통교양 ‘대학 글쓰기’ 교육의 문제와 과제 -D대학의 ‘사고와 표현’ 영역 사례를 중심으로-

Abstract

This article seeks to find a way for the stable operation of ‘university writing’ in the ‘Post-ACE’ era through reflection on the change process of ‘thinking and expression’ subjects, including college writing, over the past 20 years. In the early 2000s, most universities in Korea created a boom in liberal arts education. This boom is related to globalization. The keywords of globalization are diversification, communication, and convergence. These keywords require broadening the horizons of culture. In the age of communication and convergence, thinking and expression are important means of communication. The so-called ‘liberal arts college’ has developed liberal arts education abundantly over the past 20 years. In particular, This college played an important role in the field of ‘university writing’ and achieved many achievements. The development of liberal arts education achieved at this time was greatly aided by the government's ‘ACE Project’. After 2017, the government switched the Ace business to the Ace+. The ‘Post-ACE’ era has begun. Universities must now build their own foundations for self-reliance. Enhancing university autonomy is desirable for academic independence. However, the external environment is not very good for an autonomous university to take shape. The decline in the school-age population is coming as a shock to universities. Most universities in Korea are shaking. D.-University is no exception to this situation. Liberal arts college is relatively more volatile. The reason is that liberal arts colleges have a weak internal structure. This article considers how university writing education in the post-ace era can be operated more stably. Therefore, this study intends to suggest two strategies for solving the problem. One is a problem related to the democratic operation of the organizational body, and the other is a problem related to the continuity of the learning effect of the essential curriculum ‘college writing’. The effectiveness of learning to write should not be a one-time event. From the standpoint of a large-scale compulsory subject, if the learning effect of writing is one-off, it is uneconomical. In order to solve this problem, this paper tries to present a short opinion.