경험학습 논리 기반 새마을교육 특성 비교분석

Comparative Analysis of Saemaul Education Based on Experiential Learning Model

본 연구는 근거이론으로 분석한 70년대 새마을교육의 특성에 관한 선행연구 결과물을 Kolb의 경험학습과 비교분석하여 새마을교육의 이론적 배경을 탐색하는 것을 목적으로 두고 있다. 이를 위해 경험학습의 단계별 특성과 유사한 새마을교육의 특성을 확인하였다. 경험학습의 구체적 경험 측면에서 연수생들은 정서적 개방상태에서 교육에 임하였고, 교육적 자극에 대해 적극적으로 반응하였다. 반성적 관찰 측면에서 연수생들은 경험공유적인 활동과 연수원 임직원들의 솔선수범 등을 통하여 기존 관념과 행태에 대해 성찰하고, 새마을지도자로서의 정체성을 인식하게 되었다. 추상적 개념화 측면에서 연수생들은 의미를 부여했던 경험들을 새마을운동 실천기법과 생활철학 등의 형태로 개념화하였다. 적극적 실험 측면에서 연수생들은 새마을운동 실천기법을 가정, 마을, 조직에 적용하고, 현실의 문제들을 해결해 나갔던 것으로 관찰되었다. 또한 LDA 토픽모델링을 통한 정합성 검증결과, 학습자의 변화구조면에서 새마을교육 특성과 경험학습 순환구조는 유사한 변화형태 범주를 나타내는 것으로 분석되었다.

The purpose of this study is to examine the theoretical background of Saemaul education in the 1970 s through Kolb s experiential learning theory. The characteristics of Saemaul education that were identified from the perspective of Kolb s experiential learning are as follows. With respect to specific experience, the trainees took part in the training activities with an emotional open-heartedness, and actively responded to educational stimulus. From the perspective of reflective observation, Saemaul education did not precisely coincide with the notion of reflection described in experiential learning, similarities were found in the serial process of attaching meanings through educational experience. In case of abstract conceptualization, the concepts that the trainees attached meaning to through a systematic process were drawn from problems found in real life, and the conceptualization process did have similarities with the process described in experiential learning as their own meanings were constructed as internal concepts. With respect to active experimentation, the process of applying the practice standards was found to have similarities with the active experimentation of experiential learning in the sense that the process displayed the characteristics of decision making and problem solving in real life. As a result of LDA Topic Modeling verification, Saemaul education and experience learning models were analyzed to show similar patterns in learner s change.