논쟁 이슈 교수ㆍ학습에서 교사의 역할
A Teacher’s Role in Teaching & Learning Controversial Issues
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초록
우리 사회 및 세계의 미해결 문제와 시사적이고 논쟁적인 공적 이슈에 대한 논의를 통해 학생들은 민주 시민에게 필요한 여러 가지 능력을 기를 수 있다. 연구 결과에 따르면, 교실에서 공적인 논쟁 이슈에 관한 교수ㆍ학습 과정은 시민으로서 학생의 시민성ㆍ도덕성ㆍ인성 발달에 매우 효과적이다. 논쟁 이슈의 교수ㆍ학습은 민주주의에서 시민성을 위한 교육의 심장에 해당한다. 논쟁 이슈의 교수ㆍ학습은 자치(self-government)를 실질적으로 수행할 수 있는 시민의 성품 특질을 함양하는 데 초점을 맞춘 형성 정치학(formative politics)의 전형적인 사례다. 하지만 상당수 도덕 교사는 교실에서 논쟁 이슈를 다루는 것을 꺼린다. 이에 이 논문에서는 문헌 분석을 통해 논쟁 이슈의 본질과 중요성을 규명하고, 학교 현장에서 논쟁 수업의 제약 요인을 분석하며, 논쟁 수업에서 교사의 역할에 관한 여러 학자의 의견을 분석하여 도덕 교과의 논쟁 수업에서 교사의 역할을 명료하게 제안하였다.
Abstract
Teaching & learning controversial issues in the classroom is very effective in the development of student-as-citizen's citizenship, morality, and character. It constitutes the heart of education for citizenship in democracy. Teaching & learning controversial issues can be a typical example of formative politics that focuses on cultivating character traits of citizens who can actually perform self-government. However, lots of teachers in moral education are reluctant to deal with controversial issues in the classroom. In this paper, through the literature analysis, we clarified the nature and importance of controversial issues, analyzed the constraint factors of teaching controversial issues in the schools, analyzed various scholars' views on the roles of teacher for dealing with controversial issues in the classroom, and clearly proposed the roles of teacher in teaching & learning controversial issues regarding students' moral development.
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