노인동아리의 의례적 학습과정 연구

A Study on the Ritual Process of Elderly Circle

본 연구는 고령사회의 노인동아리 활동을 의례과정으로 살펴봄으로써 의례과정에서 나타나는 무형식 학습이 이루어지는 과정을 탐색하고자 한다. 특히 연구자는 노인동아리의 의례과정을 Van Gennep의 의례과정 단계에 따라 살펴보고 의례과정에서 나타나는 일정하고 규칙적인 상호작용 행위를 탐색하였다. 연구결과, 노인은 노인동아리의 구성원으로서 자신의 일상생활 세계에서 분리되어 동아리 활동을 함으로써 다양한 정체성을 경험하고 친밀한 인격적 상호작용 과정에서 무형식 학습을 경험한다. 그들은 노인동아리의 규칙적이고 반복적인 의례과정에서 사회적 관계와 주체적인 노인으로 학습된다. 이러한 노인동아리 의례과정에서의 무형식 학습은 공동체의 결속을 강화하고 노인의 사회적 고립감과 신체적 무기력, 외로움을 극복하게 한다. 노인동아리 의례과정에서 이루어지는 무형식 학습의 의미는 주체적 노인에 대한 학습으로 노인의 적극적이고 자발적인 동아리 활동은 노인교육과 관련한 정체성, 자발성에 관한 교육적 행위의 교육학적 관점을 시사한다.

The aim of this study is to prove that the ritual process of elderly circle has an educational meaning as a informal learning process by analyzing and interpreting it in terms of ritual process suggested by Van Gennep. To achieve this goal, observation and interviews were carried out targeting table tennis club in the senior welfare facility. The results of this study are as follows: First, members of the club interact with each other in proper styles and regular behavior patterns, that is to say, they communicate intimately learning social relationships through series of the ritual process. Second, they experience various proactive and self-directed identities through the ritual process. The regular and repetitive ritual process proceed from self-motivation of the elderly and have them experience various identities through club activities. Therefore, this ritual process can be understood to have an educational meaning which reinforces personal identity and community solidarity. As Mollenhauer(2005) mentioned, 'identity' has been found in a variety of contexts especially in works related to pedagogy. Individuals grow up and achieve self-fulfillment as they seek and discover their identities. Third, the informal learning in the ritual process of elderly circle can be understood as acquisition about a particular emotion. These shared emotions maintain community and strengthen solidarity. These findings suggest that ritual process of elderly circle enrich elderly life so it has an educational meaning as a learning space to be the subjective elderly. Also, the elderly participated in club activities are learned ego who perceive themselves as a being to able to create their own lives independently and face their lives generously. They also should understand all activities for the elderly in a broad sense and support them in various ways.