문화민주주의와 시민민주주의: 스웨덴 민주주의와 대중시민교육 (Folkbildning)
Cultural Democracy and Civic Democracy: Democracy and Folkbildning in Sweden
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이 논문의 목적은 시민민주주의의 필요조건이 문화민주주의임을 주장하고 역사적으로 스웨덴의 문화정책, 특히 대중시민교육(폴크빌드닝 folkbildning)이 스웨덴의 문화민주주의와 시민민주주의를 구현하는데 핵심적 역할을 해왔음을 보여주는데 있다. 저명한 민주주의 이론가인 로버트 달(Robert Dahl)은 민주주의가 갖춰야 할 주요 원칙의 하나로 ‘계몽적 이해(enlightened understanding)’를 제시한 바 있는데 이는 폴크빌드닝의 미션과 마찬가지로 모든 사회구성원이 스스로 교육되어야 하고 정치적 과정과 결과를 잘 이해할 수 있는 기회와 역량을 가져야한다는 것을 뜻한다. 폴크빌드닝에서 빌드닝의 의미가 ‘계몽(enlightenment)’ 및 교육이란 점에서 이는 문화민주주의와 같은 개념이다. 문화정책은 민주주의 원리와 매우 밀접한 관계를 갖는데 문화민주주의는 포용과 다양성, 문화생산 수단 및 분배에의 평등한 접근이라는 점에서 민주주의 이념의 궁극적이고 최고 수준의 확장이기 때문이다. 스웨덴의 폴크빌드닝은 서구 대중민주주의가 성립되던 시대인 1868년 시작되어 19세기 말, 20세기 초에 급속히 확산되었고, 1912년부터 국가의 문화정책으로 재정지원이 시작되면서 크게 발전해 왔다. 1809년 신헌법이 제정되었지만 스웨덴은 귀족주의적 헌정주의와 전략적 식민주의가 지속되었고 1866년까지 4계급의 신분제 의회가 유지되었다. 19세기 말, 20세기 초 강력한 보수적 민족주의, 독점적 자본가세력의 부상, 급속한 산업화로 인한 계급갈등은 민주주의 전환을 위협하고 지체시켰다. 이러한 정치사회적 대전환기에 스웨덴은 많은 유럽 국가들과 달리 대표성의 위기와 민주화의 단절을 겪지 않았는데 시민들의 주체적 자아와 사회적 각성, 민주적 토론과 학습이 평화로운 민주적 전환에 결정적인 역할을 할 수 있었다. 폴크빌드닝이 사회적 공간에서 민주적 토론과 합의를 가능하게 했고 노동자들이 교육과 학습으로 무장된 ‘문화적 시민’으로 재탄생하는데 중요한 역할을 했기 때문이다.
Abstract
This paper examines that historically Sweden’s cultural policy and Folkbildning(popular education) has crucially contributed to development of democracy in Sweden and argues that cultural democracy is a necessary condition for civic democracy. Robert Dahl argued that ‘enlightened understanding’ is one of key five principles for democracy. The mission of Folkbildning in Sweden has been to foster ‘enlightened understanding’ for all people as ‘bildning’ means enlightenment and education. This mission of Folkbildning is equivalent to the mission of cultural democracy since cultural democracy seeks to make art and education accessible to all people and focuses on inclusion, diversity and access to the means of cultural production. Cultural policy has important and practical meaning to democracy and Folkbildning in Sweden has been key component of cultural policy since 1912. Folkbildning’s conceptual heritage stretches back to the late 19th century when large groups of the people were excluded from higher education and aristocratic constitutionalism and estate system were strong. Sweden was a latecomer in democratization process compared to other European countries in the early 20th century. Folkbildning has contributed to the peaceful and democratic social transformation of Sweden through self-directed and collaborative education and learning and civic morality involving respectability, rationality and self-discipline. Folkbildning’s working class education was important in attaining a condition for working class participation in the public sphere and making them as ‘cultural citizen’.
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