평생교육원의 독서 프로그램 운영 경험에 대한 비판적 반성

Critical Reflections on the Experiences of Managing Reading Programs at Lifelong Education Centers

본 연구는 평생직업인시대에 부합하여 연구자가 실시했던 독서지도 프로그램의 운영 및 지도의 경험을 비판적으로 고찰한 것이다. 연구자는 2019년 00대학교 평생교육원에서 인문학 서적에 관심 있는 17명의 성인수강생들을 대상으로 총 15주 과정의 30시간 특강을 진행하였다. 이 연구의 이론적 배경으로는 평생직업인 시대의 학습자 역량, 평생직업인 교육에 부응하는 인문학 경험 및 독서, 자기주도학습(self-directed learning)과 산파(産婆) 활동이다. 이에 독서 프로그램 개발과 운영에서 프로그램의 교육목표, 강의실의 구성과 도서 선정의 구조, 독서지도 방법, 수강생의 반응 및 교수자의 피드백에 관한 경험을 비판하였다. 결론적으로 평생교육 차원에서 독서지도의 개선방안은 프레임 전환을 통해 새로운 방법론이 적용되어야 함이다. 그 새로운 방법으로는 독서지도 방법에 따른 인식의 확장, 도서 선정의 철학적(哲學的) 지혜, 대화법(對話法)의 확대, 전략으로서 맥락적 지식 제공, 자기주도적 독서와 독서노트 작성 그리고 교육목표(敎育目標)에 관한 자기평가와 피드백이다.

In this study, the researcher critically discussed the management of reading programs for adult learners who are interested in reading, and its experiences at the Lifelong Education Center of University during the second semester of 2019. The summary of the discussions, which considered the transformation of the framework of reading education for the knowledge and information society, are as follows. First, the theoretical background for organizing reading education at lifelong education centers includes a knowledge and information based society with integrated education, capabilities of learners for an era of lifelong careers, a humanities experience that matches the education for those with lifelong careers, reading as part of the humanities experience, self-directed learning, and Socrates’ Method. Second, it was regrettable in the course of running a reading instruction program that students had no obligation to read the book in advance, and a gap in individual understanding occurred in the actual class. In order to increase the satisfaction level of the more active classes, systemic preparation was needed to minimize the gap in understanding. In other words, the instructor realized that it was necessary to “induce positiveness” by directly uploading the reference contents two weeks before class and including simple tasks as well. Third, methods to transform the framework of reading education at lifelong education centers include expanding the awareness on reading education methods, the philosophical selection of books, application of new reading education methods, self-evaluation, and feedback. The world is now entering an era of lifelong careers with its transformation from an industrial society to an era of knowledge and information or a knowledge and information based society. Such a trait shows that it is necessary to transform the framework of reading programs at lifelong education centers. The author claims that the purpose and direction of reading education must be reconstructed to match the changes of the society, and transform reading education methods at its framework level.