디카플링 해소와 국가총교육기능의 강화를 위한 미래지향적 공교육개념의 모색

Abstract

Purpose: This paper analyzes the ‘school-oriented public education theory’ based on the concept that ‘public education equals school education’ acts as a mechanism limiting policy initiatives as well as future education designs. To overcome this limitation, the reconceptualization of public education has been suggested in this study. Methodology: This study employed a literature analysis to investigate public education and general education. New perspectives and arguments related to public education are addressed in this paper. Findings: The concept of ‘public education equals school education’ has been the foundation of Korean education policy. Two main pillars are ‘enhancing school education' and ‘relief from private tutoring’. The concept, however, is also a mechanism to maintain and strengthen the decoupling conditions between the government and parents. This paper reveals that the concept of ‘school-oriented public education’ is inadequate with regards to designing a national education system for the probable society of the future. Public education needs to be reconceptualized to strengthen the total function of national education as well as to the solve problem of the decoupling effect that occurs between the government and parents. Value: New perspectives have useful values in terms of creating alternative perspectives on educational practice and reconstructing the future of education in Korea.