미술과 교육과정에서의 포용성 재개념화: 타자 개념을 중심으로

Abstract

The 2022 revised Korean National Curriculum focused on nurturing individuals who are proactive, inclusive, and creative. Accordingly, inclusiveness in education has become an important task in the art curriculum, but there is a relative lack of essential discussion on ‘what inclusiveness is’ and ‘how it is achieved’. Starting from this awareness of the problem, this study sought to explore the essence of inclusiveness in education, starting from the thought of 'self' and 'the other', which is the first distinction that appears when all categorical concepts in inclusiveness in education are removed. To this end, the philosophy of the other from Descartes-Heidegger-Levinas was analyzed, and based on theoretical grounds, the process of achieving universal self-consciousness according to Hegel's 'the dialectic of master-slave' was explored to reconceptualize inclusivity in the 2022 revised art curriculum. As a result, the following conclusions were obtained. First, the self and the other have subjectivity and heterogeneity, and can be understood as beings who exist together in the process of constantly understanding a world with pluralistic values. Second, the process of sharing and communicating works and reflecting on the art activity process plays a key role in the concept of inclusiveness in art education. Third, in the concept of inclusiveness, ‘objects’ play an active role in achieving artistic achievement and have an independent position. Based on this study, we hope that in the field of art education, students will constantly look into each other's activities, share and communicate with each other, and fill themselves with reflection on the process, solidifying the unique method and role of art education to educate inclusiveness.