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교육과정 이념으로서의 세계시민주의 (Cosmopolitanism)에 대한 비판적담론분석

Critical Discourse Analysis of Cosmopolitanism as a Curriculum Objective

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한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2010.07|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제13권 제2호|pp. 1-27

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키워드

인권세계화민주시민평생학습Life-long LearningGlobalization모더니즘ModernismHuman Rights세계시민주의RationalityCosmopolitanism비판이론이성주의Critical TheoriesDemocratic citizen
주제분류교육학

초록

본고는 학교현장에서 회자되는 세계시민주의의 담론에 대한 비판적 분석을 시도하고 있다. 본고는 우리나라를 비롯하여 세계 각국의 국가적 교육과정에서 중요한 교육목표들 중의 하나로 세계시민주의가 포함되어 있음을 주목하고, 이 세계시민주의가 서구유럽 중심적 패러다임-모더니즘, 이성주의, 개인주의-에 갇혀있어서 바람직한 교육목표로서 근본적인 한계를 지니고 있음을 지적하고자한다. 이를 위해 본고는 세계시민주의의 기원과 성격, 그리고 세계시민주의에 내재된 모더니즘, 이성주의, 개인주의적 성격에 대해 논의하고, 아울러 신자유주의적 세계화가 이러한 세계시민주의에대한 잘못된 환상을 부추기고 있음을 지적하였다. 이어서 세계 주요국가의 교육과정 진술들을 민주시민양성, 인권, 문해/평생학습이라는 세 가지 핵심어를 통해 분석해봄으로써, 세계시민주의 이념이 가진 교육과정 목표로서 근본적인 한계에 대해 논의하였으며, 그 대안으로서 비판적 세계시민주의의 관점을 소개하였다. 마지막으로 비판적 세계시민주의 이념의 실천적 방법론으로서 생태주의교육과정의 교육목표의 성격과 그 적용방안을 논의하였다. 본고의 논의를 통해서 세계시민주의 교육이념에 대해 신중하면서도 건설적인 담론의 장을 열고자 한다.

Abstract

This paper analyzes the discourses of cosmopolitanism, which is currently in vogue in the field of education, by the perspectives of Critical Theory. This paper especially pays attention to the fact that most of the national curricula have adopted the ideology of cosmopolitanism in their curricula. By analyzing the national curriculum statements of the western developed countries as written discourses, this paper finds that the cosmopolitan ideology is confined by the Euro-centric paradigm, which consists of the characteristics of modernism,rationalism, and individualism; furthermore, it also finds significant that the cosmopolitanism is expedited by the vicious tide of neoliberal globalization. To provide an alternative perspective for cosmopolitan ideology, this paper suggests Critical Cosmopolitanism and Ecological Curriculum as a practical solution. By adapting these Critical Cosmopolitanism and Ecological Curriculum as a new approach for the planning of curricula objectives, we may have more insights to conceive national curricula that could overcome the Euro-centric paradigm and the negative influence of neoliberal globalization.

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