홀리스틱 관점에서 지속가능발전의 평생교육적 의미
The Lifelong Educational Value of Sustainable Development from a Holistic Perspective
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저탄소 녹색성장을 위한 정책 드라이브는 이의 바탕이 되는 지속가능성의 개념에 충실할 필요가 있다. 이러한 필요성에서 이 연구는 녹색 성장 이데올로기의 확산 과정, 홀리스틱 교육의 개념적 특징과 평생교육에 주는 시사점, 지속가능발전의 다면성, 평생교육과 홀리스틱 교육의 유사성을 탐구함으로써 홀리스틱 관점에서 지속가능발전에 평생교육적 의미를 부여하는 데 주안점을 두었다. 평생교육은 산업화를 가속도적으로 추구하고, 터보자본주의가 횡행할수록 새로운 탈출구를 모색해야 한다. 기업교육, 취약집단, 여가사회, 사회생태 책무성이란 시나리오가 예상되는 가운데 우리의 탈출구는 사회생태 책무성 시나리오로 전망된다. 특히 사회생태 책무성은 홀리스틱 교육의 관점에서 평생교육이 추구해야 할 대안적 해방구라고 할 수 있다. 연구자는 홀리스틱 관점에서 1) 평생교육 정책 이념으로서 지속가능발전 개념을 채택할 것, 2) 지속가능발전 교육계획 수립의 시도, 3) 평생교육과 환경교육간의 결합, 4) 홀리스틱 교육, 환경교육, 평생교육 간의 긴밀한 협력의 필요성을 제시하였다.
Abstract
Within the core principle underlying the policy drive for low-carbon green development, there is a need for a more comprehensive explication of the policy's defining concept of sustainability. To establish both the position and bearing of green development, the concept of holistic sustainable development also needs to be introduced and explained. As a result, this study will set as its central thesis the lifelong educational value of sustainable development from a holistic perspective through an examination of the proliferation process of green development ideology, the distinguishing conceptual characteristics of holistic education as well as its perspectives on lifelong education, the multilateral nature of sustainable development, and the similarities between lifelong education and holistic education. As lifelong education has caught up with the rate of industrialization, it will be necessary to look for a new course of action so that a turbo-charged capitalism can thrive. Looking through the business education scenario, risk group scenario, leisure society scenario, and the social ecological scenario, unsurprisingly, the new course of action can be found in the social ecological scenario. In particular, social ecology must be pursued by lifelong education from the perspective of holistic education before it can be considered an alternate course of action. From a holistic perspective, this study presents the following: 1) the adoption of the concept of sustainable development through the lifelong education policy doctrine, 2) the attempt to establish a sustainable development education plan, 3) the marriage of lifelong education and environmental education, and 4) the need for an organic interconnectedness between basic regional self-governing communities.
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