쿠레레(Currere) 방법에서의 교육의 원리

A Study on the pedagogical principles of Currere

본 연구는 Pinar와 Grumet가 제안한 교육과정 재개념화로서의 쿠레레 방법이 가지는 교육의 원리를 분석해 냄으로써 쿠레레 방법의 적용을 위한 실제적인 안내지침을 마련하고 이것이 가지는 교육적 함의를 살펴보는 데 그 목적이 있다. 이를 위해서 쿠레레 방법의 이론적 기반이라 할 수 있는 정신분석학, 현상학, 실존주의, 해석학에 대해 분석하였으며, 이러한 이론적 기반에 기초하여 쿠레레 방법에 내재된 지식관과 학생관, 교사관을 살펴보았고, 이를 통해 쿠레레 방법이 가지는 교육원리를 추출하였다. 연구의 결과, 쿠레레 방법은 첫째, 자신의 삶과 자기 자신에 대한 이해의 원리 둘째, 학생 개개인이 가지는 경험의 고유성의 원리 셋째, 인식 주체와 인식대상 간의 변증법적 관계로서의 지식과 의미 구성의 원리 넷째, 자율성의 원리 다섯째, 교사와 학생간, 학생과 학생간의 학습공동체의 원리에 의해 이루어진다고 할 수 있다.

The purpose of this study was to find the educational significance of Currere, suggested by Pinar and Grumet as a methodological model of curriculum reconceptualization. Firstly, in the analysis of theoretical backgrounds of Currere, the researcher came to know that this is based on psychoanalysis, phenomenology, existentialism, and hermeneutics, and among them phenomenology, existentialism, and hermeneutics were not separated and were emphasized repeatedly in all the steps of Currere. Secondly, pedagogical principles based on the theoretical backgrounds were as follows. The first principle was the principle of understanding. Currere is a process in which students analyze their current educational experience, and understand themselves and their lives. The second one was the principle of idiosyncrasy. In Currere, each student's idiosyncrasy had to be respected. The third one was the principle of knowledge construction. In Currere, knowledge was constructed in the constant dialectic relationships between the knower and the known. The fourth one was the principle of autonomy. The fifth one was the principle of learning community. This principle worked in all steps of Currere and emphasized open and trusting learning climate between students and teachers. The results of this study had an academic significance in respects that they give applicable Currere guidelines in real teaching contexts. Moreover, the pedagogical principles of Currere had an educational significance in curriculum and instruction by making students' lives and experience the focus of education, providing opportunities to form students' self-identity, trying to integrative development of the knowing and the doing, and applying to Moral education, Korean language education and extra curriculum.