‘교육혁신’ 용어에 붙박힌 ‘교육’ 개념의 해체

Deconstructing the Word ‘Education’in Study of ‘Educational Innovation’

본 연구는 1970년대에 본격적으로 등장하여 기존의 ‘교육학’에서 종종 논의되는 ‘교육혁신’ 용어에 붙박힌 ‘교육’ 개념의 해체를 시도하는 연구이다. 이를 위해 본 연구는 ‘교육혁신’ 논의의 역사를 고찰하고 이를 통해 해체 대상 문헌을 선정하였다. 이후 본 연구는 본격적으로 해체 대상 문헌에서 ‘교육혁신’ 용어에 붙박힌 ‘교육’ 개념을 공동화된 ‘교육’ 개념, 기능주의 교육관에 터한 ‘교육’ 개념, 관습적 교육관에 터한 ‘교육’ 개념 등으로 구분하여 비판적으로 논의하고 해체를 시도하였다. 특히 ‘교육혁신’ 용어에서의 ‘교육’은 학교태로서의 ‘교육’, 학교(체제)로서의 ‘교육’, 학교태 또는 학교(체제)로서의 ‘교육’ 등과 같이 관습적 교육관에 터해 사용되는 경우가 두드러졌다. 마지막 장에서는 이상의 해체를 가능케한 배경 이론과 더불어 해체된 ‘교육혁신’ 용어의 재건 가능성에 대해 간략하게 논의하였다.

This study attempts to deconstruct the concept of ‘education’ embedded in the term ‘educational innovation’ that was introduced in the 1970s and often appears in existing ‘education’ discussions. For this reason, the history of the discussion of ‘educational innovation’ was considered in this study and the literature to be deconstructed was selected accordingly. And then this study attempted to discuss critically and deconstruct ‘education’, the concept embedded in the term ‘educational innovation’ from the literature selected to be deconstructed, by dividing it into the common concept of ‘education’, the concept of ‘education’ by functionalism, and the concept of ‘education’ by perspective of conventional education. In particular, ‘education’ in the term ‘educational innovation’ was prominently used based on the perspective of conventional education such as ‘education’ as a schooling, ‘education’ as a school(system), and ‘education’ as a schooling or school(system). Finally, in addition to the above background theory of deconstructing, the possibility of reconstructing the deconstructed term ‘educational innovation’ was briefly discussed.