자유교육으로서 직업교육의 가능성에 관한 연구 －듀이적 교육관을 중심으로
A study on the possibility of liberal vocational education: based on the Deweyan view of education
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직업관의 차이는 직업교육의 목표와 과정에 큰 영향을 끼친다. 스네덴은 직업교육의 목표를 정하는 데서 행정 관리적이고 실리적인 효율성을 중시하였고, 듀이는 학습자가 자신의 직업적 운명을 스스로 결정할 수 있게 하는 교육적 효율성을 중시하였다. 현 세기에 접어들면서 직업의 본성이 크게 변모하고 있고 이에 따른 온당한 직업관을 정립해야 할 필요성이 크게 대두되고 있다. 직업세계의 다양성과 변화 가능성을 이해하고 적응하며 조정할 수 있는 보다 포용적이고 전문성의 깊이를 간직하고 있는 직업교육관을 세공할 필요가 있고, 이는 듀이적인 직업교육관과 연속성을 맺고 있다. 듀이적 관점에서 현재 교육상황을 해결할 단서는, 다양한 형식의 사회적 직업 소명들을 이용하여 그것들이 갖는 지적이고 도덕적인 내용을 명시하도록 학교의 교수 재료와 방법들을 점진적으로 재구성하는 데 있다. 교육의 재조직이나 재구성은 전문적인 직업 준비를 위해 직업 조건을 학교에다 재현하여 학교를 직업에다 종속시키는 것이 아니라 그런 조건을 재료로 활용하여 학교생활의 의미를 더 풍성하게 하고 학습자의 정신을 자유롭게 만드는 것이다. ‘자신의 직업적 운명을 자유로이 정하게 한다’는 듀이의 교육적 요청은 현대적인 직업교육의 맥락에서도 여전히 중요한 역할을 할 수 있다. 직업이 갖는 지적이고 사회적인 의미를 충분히 파악할 수 있게 하는 교육만이 각자 자신의 적성에 맞는 것을 스스로 택하여 하면서도 사람들을 묶어내는 사회를 이루게 할 수 있다. 그리고 그런 교육은 현 상황의 역사적 배경에 대한 지식교육, 지성과 독창력을 길러주는 과학훈련, 시대의 문제를 인식하고 해결하는 다양한 방법을 결정하게 하는 경제, 시민, 정치 학습을 포함할 것이다.
Abstract
Digression in views of vocation largely influences the purpose and process of vocational education. With taking the aims of vocational education, Snedden emphasizes the bureaucratic and utilitarian efficiency, while Dewey seriously focused his attention on the educational efficiency of enabling learners to determine their vocational fates for themselves. Getting into the present century, the nature of works is significantly altered and complicated, and accordingly, it becomes necessary to newly establish a reasonably liberal view of vocation. The vocational view may be refined so deep and inclusive that one could understand, accommodate and properly control the variety and potentialities of the changing vocational world. This is continuous with the Deweyan view of vocational education. That is, the clue of escaping the present educational difficulties is to progressively and liberally restructure the method and contents of instruction in schools by utilizing various forms of social vocational callings as educational materials such that their intellectual and moral bearings could show themselves. The required educational restructuring is not to directly represent the existent industrial conditions in order that students make specialized vocational preparations, but to employ such conditions as learning materials while richly flourishing meanings of school life and liberating the spirit of students. The liberal vocational education should not be considered as means of securing future specialized professions, or perpetuating the existent social regime. It may involve acquiring the historical knowledge of the present problematic situations, scientifically training the needed technical and intellectual skills, and studying and discussing economical, civic, and political issues concerning the problems of the times.
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