대학의 민주시민교육 체제와 도덕적 풍토에 관한 연구
Exploring the democratic citizenship educationsystem in the university and its moral climate
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초록
본 연구는 민주적 제도, 시민교육, 지역사회 참여라는 세 가지 차원을 중심으로 대학의 민주시민교육 체제의 특성을 분석하고, 이러한 특성과 대학의 도덕적 풍토의 관련성을 밝히기 위한 것이다. 문헌분석과 면접조사를 통해 밝혀진 대학의 민주시민교육 체제의 유형(제도형, 교육형, 참여형, 무특성형)에 따라, 대학생들이 지각한 민주시민교육 활성화 수준과 도덕적 풍토에 차이가 있었다. 특히, 민주시민교육에 대해 특별히 노력을 기울이지 않는 무특성형 대학은 다른 대학에 비해 전반적으로 부정적인 평가를 받았다. 또, 민주시민교육의 활성화 수준이 도덕적 풍토, 특히 대학-학생 관계에 미치는 영향력이 확인되었다. 이러한 결과에 기초하여, 대학 민주시민교육의 가능성과, 후속연구의 방향이 논의되었다.
Abstract
This study is aimed at (a) identifying the types of citizenship education system in the university, (b) for 4 types, comparing student perception of both moral climate and commitment of the university to citizenship education, and (c) evaluating whether perception of moral climate was predicted by perception of the university's commitment to citizenship education. At the university level, citizenship education is comprised of 3 dimensions: (a) democratic institutions, (b) civic education and (c) community involvement. The 4 factors of moral climate considered were student-student relationships, faculty-student relationships, university- student relationships and observance of campus norms. After reviewing education and institution documents of target Korean universities, we categorized the universities into four types of the citizenship education system, 'Institution', 'Education', 'Involvement' and 'Non-classified'. We administered questionnaires to students attending universities representing each of the 4 types of citizenship education, asking their perceptions of moral climate and commitment of the university to the citizenship education in their universities. The results showed that each type of citizenship education has a different profile. The university moral climate was predictable to statistically significant extent by the perceived level of commitment to citizenship education. The study validated the effects of citizenship education and the relation between citizenship education system and moral climate in the university. On the basis of these results, we suggest that the nature of citizenship education should be carefully considered in planing the university education.