정보화 시대의 긍정적인 변화 - jeongbohwa sidaeui geungjeongjeog-in byeonhwa

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본고는 계몽시대 이래 중등학교의 발전 과정을 살펴보고, 계몽이 낳은 또 하나의 획기적인 시대 현상인 정보화사회의 특징과 그것의 직간접적인 영향을 받고 있는 현대 중등학교의 변화와 과제를 논의하고 있다. 중등학교의 변화와 과제에 대한 논의는 교육이념, 내용, 방법 등을 포괄한 일반교육적 측면과 정보화로 인한 직업세계 변화에 부응하는 진로교육의 측면 그리고 학생들의 삶의 변화에 따른 새로운 지도철학을 포함하고 있다. 이를 간단히 요약하면 다음과 같다. 첫째, 계몽주의 철학자들이 내세운 자율적 자아 등의 철학적 개념이 자아실현이라는 중등교육의 목적으로 전환되는 과정과 과학적 방법론에 의한 자연과 사회와 인간탐구를 통해 획득된 지식의 교수-학습을 위한 중등수준의 학교발달 과정을 살펴보았다. 둘째, 계몽의 현대적 결과인 정보화사회의 긍정적인 면과 부정적인 면을 밝혔다. 셋째, 정보화시대 대표적인 교육목적인 창의적 인간에 대한 성찰, 객관주의적 지식관에 의해 구성된 교육내용, 학생주도적 협동학습방법 등 현재의 과학주의적 중등학교문화에 대한 비판과 함께 생태적 관점에서 상생하는 인간, 생태적 교육내용 재편성, 그리고 교사-학생이 협동적으로 수행하는 생태적 교수방법의 필요성을 제시하였다. 넷째, 정보화로 인한 직업세계의 대변화에 부응하는 진로교육의 확대와 학생들의 삶의 변화에 따른 인정과 수용의 생활지도철학을 제시하였다.

This paper searches the developmental process of secondary school since the age of the 'Enlightenment' and discusses the characteristics of informational society which is another milestone phenomenon resulted from the 'Enlightenment'. It also discusses the change and the tasks of secondary school which is, directly and indirectly, influenced by the informational society. The discussion of the change and the tasks of secondary school includes three aspects; (1) the general education which includes educational ideology, contents, method, etc., (2) the career education in accordance to the new guidance philosophy which is needed for students facing the environmental change of informational society and the change of occupational environment, (3) the change of students' lifestyle. On the basis of these aspects, this paper made discussion in relation to the change and the tasks of secondary school as follows. First, it searched the process of the conversion of the philosophical concepts, such as autonomous self suggested by the philosophers of the 'Enlightenment' to the aim of secondary education, that is, self actualization, as well as the process of development of second-level school for teaching and learning of knowledges acquired through the study of nature, society, and human by the way of scientific method. Second, it made clear the affirmative and the negative aspect of the life world influenced, directly and indirectly, by the informationalization which is a contemporay result of the 'Enlightenment'. Third, it suggested; (1) the reflective consideration of 'creative human' which is a representative educational aim of informational society, (2) the criticism about the present scientism-oriented culture of secondary school, such as educational contents composed by the viewpoint of objectivistic knowledge and student-directed cooperative learning method, (3) the interdependent man in the context of ecological perspective, (4) the ecological rearrangement of educational contents, (5) the necessity of the ecological teaching method with which teacher and student perform their tasks cooperatively. fourth, it asserted the enlargement of career education corresponding to the big change of occupational environment which is caused by the informationalization and the life-guidance philosophy of 'recognition' and 'acceptance' in response to the change of student's lifestyle.

This paper searches the developmental process of secondary school since the age of the 'Enlightenment' and discusses the characteristics of informational society which is another milestone phenomenon resulted from the 'Enlightenment'. It also discusses the change and the tasks of secondary school which is, directly and indirectly, influenced by the informational society. The discussion of the change and the tasks of secondary school includes three aspects; (1) the general education which includes educational ideology, contents, method, etc., (2) the career education in accordance to the new guidance philosophy which is needed for students facing the environmental change of informational society and the change of occupational environment, (3) the change of students' lifestyle. On the basis of these aspects, this paper made discussion in relation to the change and the tasks of secondary school as follows. First, it searched the process of the conversion of the philosophical concepts, such as autonomous self suggested by the philosophers of the 'Enlightenment' to the aim of secondary education, that is, self actualization, as well as the process of development of second-level school for teaching and learning of knowledges acquired through the study of nature, society, and human by the way of scientific method. Second, it made clear the affirmative and the negative aspect of the life world influenced, directly and indirectly, by the informationalization which is a contemporay result of the 'Enlightenment'. Third, it suggested; (1) the reflective consideration of 'creative human' which is a representative educational aim of informational society, (2) the criticism about the present scientism-oriented culture of secondary school, such as educational contents composed by the viewpoint of objectivistic knowledge and student-directed cooperative learning method, (3) the interdependent man in the context of ecological perspective, (4) the ecological rearrangement of educational contents, (5) the necessity of the ecological teaching method with which teacher and student perform their tasks cooperatively. fourth, it asserted the enlargement of career education corresponding to the big change of occupational environment which is caused by the informationalization and the life-guidance philosophy of 'recognition' and 'acceptance' in response to the change of student's lifestyle.

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secondary school, enlightenment, informational society, ecological teaching, career education, student's lifestyle

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