독일 가톨릭 종립대안학교 사례 연구

A Case Study of Catholic Alternative Schools in Germany through the Analysis of “Carl–Joseph–Leiprecht–Schule”in Germany

본 연구는 독일에서 시도되고 있는 기독교종립대안학교의 몇몇 특징적인 성격을, 가톨릭자유초등·주요학교(Katholische Freie Grund–und Hauptschule)인“카를 요제프 라이프레히트 학교”(Carl–Joseph–Leiprecht–Schule)의 사례를 들어 밝히고, 그것이 우리나라 상황을 위해 의미할 수 있는 바를 살피기 위한 것이다. 기독교종립대안학교란 다음 두 가지를 뜻한다：첫째, 스스로를 종립학교로 이해하는 견지에서 공교육에 대한 하나의‘대안’을 추구하는 학교를 뜻하며, 둘째, 종립학교 면서도 종교교육에 대한 다른 접근을 근거로 스스로를 전통적종립학교와는 구별하려는 의미에서 하나의 ‘대안’을 추구하는 학교를 뜻한다. 먼저 이 학교가 기독교종립대안학교로 설립된 과정을 기술한 후, 이어서 학교의 성격을 규정하는 다음 네 가지 요소를 살피고자 했다：1) 그물망 교육과정 및 교수–학습구조 (Der Vernetzter Unterricht), 2) 자유학습–자유침묵학습 (Die Freiarbeit–Freie Stillarbeit), 3) 대화와 명상을 위한 월요일 아침모임 (Der Morgenkreis), 4) 학과별 수업 (Der Fachunterricht). 전체적으로 보아 이 학교는 상당부분 마리아 몬테소리적 사유체계를 따르고 있으며, 그 가장 본질적 특징은“통전적 교육”에 있다. 이 학교의 시도는 한국에서 변화를 추구하는 가톨릭 종립학교는 물론 개신교 종립학교들을 위해서 하나의 의미있는 모형이 될 수 있을 것이다. 본 논문에서는 이 연구 주제가 비교적 초기 상태에 있는 고로 각론으로 들어가기보다는, 이 학교의 성격을 개략적으로 밝히고 그 시사점을 찾아보는 데 무게를 두었다.

This article aims for researching some aspects of Religious alternative schools that have been recently attempted in Germany, through the analysis of Carl–Joseph–Leiprecht–Schule, a Catholic free elementary and vocational middle school (Katholische Freie Grund–und Hauptschule), and then tries to suggest some points that could be meaningful in our present situation. Christian alternative schools mean as follows：First, they could be called schools seeking after alternatives distinguished from public schools, as long as they understand themselves as religious schools. Second, they try to distinguish themselves from the traditional religious schools because of their different approach to the religious education, although they might belong to the category of religious schools. In the first place, I try to describe the process in which this school has developed itself as an religious alternative school, and then four elements that determine the distinctive characters of this school as follows：1) the structure of curriculum and teach-ing–learning method on the net (Der Vernetzter Unterricht), 2) free work–free silent workshop (Die Freiarbeit–Freie Stillarbeit), 3) Monday morning meeting for conversation and meditation (Der Morgenkreis), 4) subjects oriented to course work (Der Fachunterricht). On the whole, we can say, this school has introduced considerably the way of thinking of Maria Montessori, and its essential characteristics lie in the wholistic approach of education. In this respect the viewpoint of this school is similar to that of Geisteswissenschaftliche Padagogen like Eduard Spranger, and has also a thread of connection with that of the wholistic education or of the Spiritual education in North America. It is very interesting that this school has developed those principles for the Catholic school education. The approach of this school could mean something important for the Catholic schools that want changes, and for the Christian schools as well. There could be also the possibilities for the interaction between this school and the Korean traditional educational thoughts, for example the educational thoughts of private schools in Yi–dynasty(Soewon, 書院), or the recent educational approach of Won–Buddhistic alternative schools. This article is mainly focused on the characteristics of Carl–Joseph–Leiprecht–Schule in that it could give suggesting points for our religious school situation, instead of going into the details of the subjects, because the research for the religious alternative schools lies relatively in the rude, first stage of development.