학교에서의 “사회화”: 문제와 대안 -“학교철학”의 재구조화를 위하여 -
The Concept of "Socialization" in School: Problem and Alternative - For a Restructuring of School Philosophy
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학교는 일련의 사회제도이다. 사회제도로서의 학교에 주어진 중요한 사명은 학생의 “사회화”와 “사회적 선발 및 배치”이다. 따라서 학교에서는 성적평가가 대단히 중요하다. 성적평가는 사회화의 기준이다. 이에 충실하다 보니 결국 학교에서는 성적평가중심, 테스트(test) 중심의 교육이 이루어지게 된다. 그러나 교육에는 성적이나 수치 즉 계량적으로 평가가 되지 못하는 사회화의 영역도 즐비하다. 이를테면, 인성영역을 비롯해서 감성능력, 상상력, 창의성, 의지, 결단력, 태도 등이 그것들이다. 이제 학교는 ‘반드시 계량화가 되어야만 하는 사회화’에만 매달리지 말고 계량화되지 못하는 사회화의 영역에도 충실해야 한다. 즉 ‘사회제도로서의 학교’뿐만 아니라, ‘교육기관으로서의 학교’ 로서의 역할도 수행해 낼 수 있어야 한다. 인간학적 차원에서 놀이교육의 회복, 그리고 역할놀이중심의 교육관 등은 학교철학의 재구조화에 기회를 제공할 것이다.
Abstract
School is a kind of social institution. School as a social institution has an important mission to socialize students for social selection and allocation. Thus, the evaluation with school records is very decisive in school. It is the unique standard of socialization of students in school. In result, we have only to perform the evaluation-based or test-based education in school. However, there are also many spheres of socialization not to be evaluated only by school records in school education. For example, they are spheres of human nature, emotion, imagination, creativity, will, decisive competency, attitude etc. to be educated. In this context, there is a discrepancy between educational philosophy and school philosophy. School has to evaluate students with quantitative and numerical school-records and regard the result of such evaluation as an educational result and product. Meanwhile, educational philosophy criticizes the schooling process. Now, school should not rely only on socialization of students that is evaluated with quantitative and numerical school-records. Instead, school should be more faithful to socialization of students in the spheres of qualitative evaluation not to be evaluated with numerical school-records. In short, school should devote not only to play a role as social institution, but to found (genuine) philosophy for school as educational institute. Anthropologically, it gives us the great chance for a restructuring of school philosophy to recover spheres of 'play in education' and roleplaing as educational method or perspectives of role-play-based education.
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