자원봉사활동을 넘어서는 봉사학습과 시민교육의 홀리스틱 결합 모색
Holistic Articulation between Service Learning and Citizenship Education
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민주주의 쇠퇴에 대응하는 시민성(권)의 개념 변화와 함께 봉사학습의 개념도 변화하였다. 첫째, 체험학습의 한 형태인 봉사학습은 시민이 필요한 민주적 성향의 형성을 소개하는 교육이다. 둘째, 봉사학습은 학생들이 민주적 삶의 중심에 있는 공적 공간과 직접적으로 접촉하도록 한다. 셋째, 인종, 종족, 계급의 노선을 넘어선 함께 활동하는 봉사학습은 단일문화주의를 허무는 데 도움을 준다. 이제 자원봉사활동의 한계를 넘어서는 홀리스틱 봉사학습은 시민교육과의 이념적 결합을 할 필요가 있다. 우선 ‘자유주의적’ 시민성에 근거한 봉사의 첫 번째 이념은 한 시민으로서 ‘권리’의 담지자가 되는 Locke적 전통에 뿌리를 두고 있다. 그런데 집단의 파편화, 책임없는 개인의 권리 무한주장은 공동체의 이상과 공동선의 위기를 불러와 제2의 ‘공동체주의적’ 시민성이 다시 요청되었다. 그러나 공동체적 시민성에 바탕한 봉사학습은 현대의 복잡한 문제 해결을 기피하기에 실천적 문제해결에 관심을 두는 제3의 ‘비판적(실용주의적) 시민성(권)’을 요청하고 있다. 이제 공민적,참여적,성찰적 봉사학습이 통합된 홀리스틱 봉사학습을 필요로 한다.
Abstract
In the wake of complex decline in our democratic faith, service learning offers a promise of renewal. Holistic service learning as a form of experiential learning can work in three different ways toward counteracting the forces of democratic deterioration. First, holistic service learning is a pedagogy that address directly the formation of the democratic disposition that citizens need. Second, holistic service learning places students in direct contact with the kinds of civic associations and civic spaces as central to vibrant democratic life. Third, holistic service learning to the extent that it involves people working together across ethic, racial, or class lines, can help to break down the competing monoculturalisms. Service in the large community allows and often requires, students from diverse background and experience to work on projects or to reach common goals. Holistic service learning offers one of the more effective vehicles for concretely and meaningfully engaging issues concerning democracy. The first conception of citizenship, what is these days often called a liberal view of citizenship is based on the idea that a citizen is a bearer of rights. However, ㄹragmentation of groups and rights responsibilities have led to the resurfacing of a second - essentially communitarian - view of citizenship, grounded in ideas of moral community and deliberation about the common good. In this way it tends to overlook extraordinary lessons for civic renewal from history. This lessons in turn, helps us revitalize a third conception, called a critical(pragmatic) view of citizenship, one more attentive to practical problem solving, the public dimensions of work and the very idea of public work itself.
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