민주시민교육을 위한 보이텔스바흐 합의의 관점에서 살펴본 2015 개정 사회과 교육과정

Abstract

This study aims to analyze the social studies curriculum through Beutelsbach Consensus that has been the basis of democratic citizenship education in Germany and to find its implications and improvements. For this purpose, the 2015 revised social studies curriculum is examined through an analysis criteria specifying the three principles of Beutelsbach Consensus: prohibition of indoctrination, representation of controversial issues and consideration of students’ interest. There are several major findings. First, the elementary social studies curriculum is more related to the everyday lives of students whereas the secondary ones are more related to various perspectives on controversial issues. Second, there are more contents related to the consideration of students’ interest, while less contents related to the prohibition of indoctrination. Third, curriculum standards and the teaching/learning/evaluating strategies reflect Beutelsbach Consensus more than the other parts of the curriculum. Fourth, there are some sentences that might lead to indoctrination. We should try to make social studies reflect the formal principles of democratic citizenship education enough as well as its contents. It is also necessary to examine the social studies textbooks, instructions and other subjects such as moral education curriculum in view of Beutelsbach Consensus. Furthermore, we should develop the minimum consensus for democratic citizenship education appropriate for the context in Korea.