12·3 내란 이후 학교 민주시민교육의 방향

Abstract

This paper explores the directions of democratic citizenship education (DCE) in schools after the 12/3 Insurrection. It undermined the principles of the rule of law and separation of powers and attempted to collapse the representative democracy system. In addition the president divided the people and endangered democracy by claiming martial law as a warning and appealing to a specific group for support. In this way, DCE is needed to foster citizens’ capacity to restore and further develop democracy that was damaged after the 12/3 Insurrection. However, the social studies mainly focus on contents related to the democratic system and basic rights under the Constitution, and moral education is mainly composed of contents related to universal values and individual character education. As a result, they have limitations as DCE. In order to overcome these limitations DCE should be organized as an official subject and a standard curriculum should be developed for each grade of school. In addition, DCE should apply the principles of the Constitution and democracy to school life and local communities and provide programs to participate in the political process. DCE should restore the shared awareness or understanding that is the foundation of democracy by freely discussing issues as prospective citizens. And it is necessary to identify the problems of algorithms and filter bubbles and to educate the competencies to critically analyze and evaluate information from social media and use it correctly. In addition, teachers’ basic political rights should be guaranteed to conduct classes where they can freely select social issues and discuss them with students without the anxiety of pressure from parents. Fundamentally, it is necessary to legislate the basic principles of DCE, guaranteeing autonomy in classes, support and cooperation systems between state agencies, local communities, and schools, and the principle of non-interference by the state.