한국에서의 교육과정 연구의 재개념화 경향과 전망 및 과제

The Trends, Perspectives and Problems on the Reconceptualization of Curriculum Studies in korea

The primary purpose of this study is to examine the trends of the reconceptualization of curriculum studies in Korea. There are two main trends: One is 'about' and the other is 'for the study of reconceptualization of curriculum studies. The former trend mainly introduces the thematic heart of the reconceptualization. That is, it explores the reconceptualists' understanding of the curriculum and discusses their viewpoints. Reconceptualists ’ viewpoints can be summarized as five major points: the historic, the aesthetic-philosophic, the social-political the psycho-analytical, and the phenomenological. The second trend is focused on the reconceptualization of the concept of the curriculum itself and the clarification of the reconceptualists ’ ground theory, which are, phenomenology, hermeneutics, aesthetics, and ethnography. These approaches are related to the pursuit of curriculum theorizing and the establishment of identity of the curriculum. From the second trend's viewpoint, it seems that the Korean curriculum field has begun to reconceptualize cautiously. These efforts can initiate a shift of paradigm of curriculum study from development to understanding It is clear, however, that the effort reconceptualize in curriculum study at present is still inert. The researchers and results of reconceptual inquiry are not abundant and the focus of reconceptualization is not directed towards the concept of curriculum itself. Thus, it is proposed that future curriculum studies should work hard on refining the existing reconceptual studies and establishing identity of the new curriculum1 concept, rather than introducing the study about reconceptualization and the nature of its ground theory.