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COVID-19로 촉발된 ‘비대면 교육’의 교육적 의미와 미래적 전망

Pedagogical implications and future prospects of Non-contact instruction

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교육비평 (Education Review)|2020.11|교육비평 (Education Review)|제46호|pp. 30-64|DOI 10.23119/er.2020..46.30

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비대면교육COVID-19포스트휴머니즘posthumanism뉴 리터러시new literacy범주확장 교육non-contact instructionexoeducation
주제분류교육학

초록

본고는 COVID-19 사태의 장기화로 인한 학교교육의 파행을 막기 위해 확대되어 시행되고 있는 비대면 교육이 어떤 교육적 의미를 갖는지에 대해 논의하였다. 이를 위해 본고는 다음 세 가지 논점을 중심으로 비대면 교육의 확산이 갖는 교육적 의미를 논의하고 있다. 첫째, 4차 산업혁명으로 상징되는 기술적 혁신은 비대면 형식의 학교교육이 자연스러운 교수학습의 한 형태가 될 수 있다는 것이다. 둘째, 비대면 교육은 세가지 포스트휴머니즘의 하위 이론들―신물질주의, 행위자-망 이론, 포스트현상학―의 차원에서 그 이론적 토대와 교육적 의미를 설명할 수 있다. 셋째, 비대면 교육은 미래의 학교교육이 경험하게 될 네 가지 변화의 양상들―지식 생태계의 변화, 학교교육 범주의 확장, 뉴 리터러시의 등장, 그리고 교사의 역할 변화―에 비추어볼 때, 매우 의미 있고 시의 적절한 학교교육의 변화의 방식이 될 수 있다는 것이다. 본고는 비대면 교육이 비록 COVID-19 사태로 인해 불가피하게 확대되어 시행되고 있지만, 교수방법론의 측면에서 매우 의미 있는 변화를 가져오는 기회가 될 수 있음을 강조하고 있다. 본고는 기술기반 비대면 교육의 이론적 배경과 그 실천적 의미에 대한 학계와 교육현장의 논의를 촉발할 수 있을 것이다.

Abstract

This paper discusses the pedagogical implications of ‘non-contact’ instruction, popularized by the COVID-19 pandemics. To tackle this issue, this paper pinpointed three thematic arguments about why ‘non-contact’ instruction is worthy of spreading as an alternative strategy against pandemic crisis. First, the recent technological innovations, symbolized as the 4th industrial revolution, yield fairly well school environments for conducting ‘non-contact’ instruction effectively. Second, ‘non-contact’ instruction is nicely explained by the three theoretical foundations of posthumanism ― new materialism, actor-network theory, and post-phenomenology. And third, ‘noncontact’ instruction can serve as for a timely and significant approach to the fundamental changes of the future schools, such as the ecology of knowledge, the emergence of exoeducation, the trends for new literacy, and the changing role of teachers according to these trends. This paper’s argument may bring some new insights for understanding the potentials of ‘non-contact’ instruction for the future schools.

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