2045년 한국의 교육분야 미래전망과 정책방향

Vision and Policy Direction in Educational Field of Korea in 2045

The purpose of this study is to explore the future vision and policy direction in the educational fields of Korea in the next 30 years. This study starts from a diagnosis that the 'basics of education' are being destroyed seriously and has fallen far behind today in comparison with the rapid advance of the rest fields in society. The term 'basics of education' refers to the belief that humans develop through experiences of ‘subject immersion’―a state of absolute concentration on various subjects. This viewpoint suggests that humans have abilities to convert their life experiences into certain types of knowledge, and to allow participants of educational fields with great autonomy in educational planning. According to this view, education involves a system which provides everyone with opportunities to cultivate abilities and attitudes to work in each proper field. Here, the purpose of the future educational strategy lies in improving the educational power of schools. This study attempt to investigate future vision for education on the foundation of 'educational logic' rather than political, economical logic. The future vision is to construct an 'educational society'. Criticizing the approach with methodology of futurologists, this study sets forth a world view, in which it is the educational society that regulates economic society eventually. By emphasizing on 'subject immersion' and 'educational power of schools', we can make clear that schools are social organizations to plan the experiences of subject immersion for all students in all circumstances, and that educational society shall be established with the structure to create the educational power of schools. This study suggests policies to improve learning abilities, to recover the educational power of schools, to manage the institutional connection between secondary education and higher education, to maintain the strong relation between education and the ability to function successfully in each field of work and finally, to build a bridge between schools and local culture. These policy directions will first reinstate the destroyed basics of education and ultimately become an institutional mechanism to lead substantial changes for educational society.