민주시민교육법안에 대한 공법이론적 검토

A Critical Analysis of Bills on Democratic Civic Education Act: A Public Law Theory Approach

이 글은 민주시민교육법안을 공법이론의 관점에서 비판적으로 검토하는 것을 목적으로 한다. 이를 위하여 우선 두 법안(남인순 의원안 2020. 6. 1. & 소병훈 의원안 2016. 9. 19.)을 개관하고(Ⅱ), 추진체계, 추진수단, 기본원칙, 다른 법령과의 관계 등 세부 사항별로 공법이론에 근거하여 비판적으로 검토하였다(Ⅲ). 마지막으로 논의를 정리하였다(Ⅳ). 논의 결과 현행 법안은 「정부조직법」의 중앙행정기관 권한 배분 규정에 위배될 소지가 있고, 「교육기본법」등 기존 법령과 연관성이 부족하다. 민주시민교육의 정치적 중립성 보장을 위한 교수학습 원칙 선언이 없으며, 내용 예시가 없다. 위와 같은 쟁점을 포함하여 입법 과정에서 좀 더 체계적이고 구체적인 논의와 개선이 필요하다.

The purpose of this article is to examine the legislative bills for democratic civic education from the viewpoint of public law theory, identify any potential problems and suggest possible remedies. The objects of the discussion were the two bills put forth by the member of National Assembly Nam In Soon, and Soh Byung Hoon. In order to achieve this goal, the contents of the current legislation pending in the National Assembly were outlined(Ⅱ), and critically examined based on the theory of public law(Ⅲ). The above discussion is summarized as a conclusion(Ⅳ). As a result of the discussion, the current legislation may violate the provisions for the distribution of authority to central administrative agencies in the Government Organization Law, and it is lacking in connection with existing laws such as the Educational Basic Law. There is no declaration of the teaching-learning principles to ensure political neutrality in democratic citizenship education, and there are no examples of the contents. Therefore, a more systematic and detailed discussion and improvement are needed in the legislative process.