통일 시나리오를 통한 통일교육의 융합적 논의

박찬석(Park Chan Seok) 한국통일교육학회 2020 통일교육연구 Vol.17 No.2

Unification education will be well prepared even when the unification education is conducted through peaceful division management, even when the unification will not be realized in any time and in any way. Therefore, various unification scenarios should be devised well, and unification education officials should prepare for the inter-Korean conflict and cooperation. Our unification is always blossoming in the division of thorn bushes. The South and the North have made every effort to maximize each other s abilities. Now, our society must first find a path to peace and strengthen the capacity of active security for each specialized field of unification education. The basis of such efforts is to strengthen unification education that is not unilateral and to prepare for various variables. The practice of unification education will immediately gain national empathy. A free and more responsible future-oriented unification education should be provided. Unification education experts should recognize the existing basic laws of unification education and converge the breadth of awareness so that the awareness of national unification education can be converged. Unification education can be an education of real problems that can be academically and practically prepared when one is committed in this divided reality and unification ideal.

통일교육의 역할과 효과에 대한 문제점과 개선방향 연구

박광득 한국통일전략학회 2014 통일전략 Vol.14 No.1

남북한이 분단되어 있는 한국의 현실에서 통일교육이라는 것은 매우 중요한 의미를 함축하고 있다고 할 수 있다. 통일이 민족의 숙명이라고 한다면 이에 대한 준비를 하여야 하는 것이 당연한 진리라고 할 수 있다. 통일에 대한 다각적인 준비가 바로 통일교육이라고 할 수 있다. 통일교육에 대해서는 통일부와 교과부에서 지정한 교재를 통하여 학교 및 시민 통일교육이 실시되고 있는 것은 주지의 사실이다. 그러나 통일교육의 역할과 효과에 대한 연구는 미진한 것이 사실이다. 통일을 준비하는 측면에서 이에 대한 연구는 완전한 통일을 위한 우리의 과제라고 할 수 있다. 본 논문에서는 통일교육은 어떤 역할을 하여야 하는가에 대한 당위적 역할론을 국가관, 북한관, 통일관으로 구분하여 분석하였고, 통일교육의 효과에 대해서는 객관적인 효과보다는 통일교육의 효과에 장애가 되는 부정적인 측면을 제시함으로써 통일교육의 극대화를 위한 방안을 역설적으로 제시하였다. 마지막으로 통일교육을 위한 개선하여야 할 부분에 대한 지적과 함께 발전 방안을 제시하였다. 결론에서는 우리가 생각하고 있는 통일은 어떠한 것인가에 대한 개념적인 정리와 함께 통일은 어떻게 하여야 할 것인가에 대한 고민을 주관적인 추론으로 분석하였다. Unification education has important implications on the situation of the two Koreas. If nations unification is the fate, should preparing for the unification should be a natural logic. So ready for unification is just unification education. Unification education is a Ministry of Unification and Ministry of Education published textbook through the has progressed school and civic Unification education. A study on the role and effect of unification education yet needed many problem and studies. In this study, in terms of preparing for unification is our issues and improvement directions for the complete unification. In this paper, we first relates to role of unification education separated by a description the established role of 'view of states', the established role of 'view of North Korea', the established role of 'view of unification'. Effect of unification education analyzed factors that hinder effective than objective effects. Second, the negative effects of unification education overcome maximize the effectiveness of the unified education. Finally, proposed the challenges for the development of a unification education and make out What is a conceptual unification.

남북한 통일교육정책의 실상과 수렴방안 試論: 중등학교 교과서를 중심으로

강석승 통일연구원 2006 統一 政策 硏究 Vol.15 No.1

The main goal of this study is to comparatively analyze the real facts of unification education actually conducted by South and North Korea. Therefore, this study will first diagnose in depth how the difference between ideology and the system was actually reflected from the aspect of unification education. In order to do so, it will compare the difference between the basis and principle of the unification ideology and system, and the unification education management system. Moreover, it will comparatively examine the contents related to unification education in textbooks of secondary schools in South and North Korea based on such detailed empirical analysis although it may be from a very limited aspect.In order to understand the actual state of the contents of unification education in South and North Korea, it examined approximate characteristics through abstraction of the contents related to unification among the units in use focusdary school(6 years) textbooks for North Korea Even though the analysis on actual conditions of unification education in North Korea is a very important task in establishing our unification education policy, it is a fact that an empirical study is extremely difficult since unification education like ours does not exist independently in North Korea and subscription to materials for such analysis is not easy.Acordingly, I would like to make it clear that the said thesis can only asume the character of 'an essay' to comparatively study the real facts of unification education in South and North Korea, and hope that the said thesis would become a cornerstone of a study in such field in the future.

통일교육의 변천과정과 새로운 방향성 정립에 관한 연구

안승대 영남대학교 민족문화연구소 2014 민족문화논총 Vol.57 No.-

This paper aims to study on the transitions of unification education and to suggest a new direction of it. Unification education has transformed from anti-communism education to unification education and unification education. The safety and peace are the main keys of the unification education. It is undeniable fact that the two points still have some conflicts. We should well understand the current situation of the unification education and focus on encourage increased mutual understanding and good will. The right course of the unification education are not N-Type unification education that is by the Nation, for the Nation, for Nation security, Negative approach to the unification education but P-Type unification education that is by the People, for the People, for the Peace, for People security, Positive approach to the unification education. 이 논문은 통일교육의 변천과정을 살펴보고 새로운 방향성을 제시하는 것에 그 목적이 있다. 통일교육은 반공교육기, 통일안보교육기, 통일교육기로 변화해왔다. 이를 분석해보면, 통일교육은 안보를 강조하는 입장과 평화를 강조하는 입장이 순환적 반복적으로 나타나고 있으며, 각각의 입장은 평화와 안보에 대한 취약점을 동시에 드러낸다. 이를 극복하기 위한 통일교육의 방향은 다음과 같다. 기존의 통일교육은 N형의 통일교육으로서의 한계를 지닌다. 이는 국가안보중심, 민족중심, 부정적이고 소극적인 통합과 통일에 대한 접근, 단일적이고 자기중심적 가치를 지향하는 통일교육이었다. 앞으로의 통일교육은 이를 극복하기 위한 P형의 통일교육이어야 한다. 즉 국민안보, 평화지향적 통일교육, 긍정적 적극적 통일에 대한 접근, 복수가치지향적이고 다문화주의를 지향하는 통일교육이 되어야 하는 것이다.

지역통일교육의 활성화방안 - 교육청과 지역협의회와의 연계를 중심으로 -

박찬석,최현호 한국통일전략학회 2012 통일전략 Vol.12 No.3

Unification Education has to encompass both an education to prepare for unification and an education for a complete integration and stabilization as one community after Korea Unification. Unification Education is not to confirm differences of North and South Korea but to recover homogeneity of them. That is, it seeks to national unity, and fosters not only the democratic civility of the public, but also qualities as participants under the process of unification. Unification is more than a geographical, political, and economical integration. It even means an integration of different value and lifestyle. Korean Unification is not merely an intergration of geography, politics, and economy but a combition of heterogeneous values and life style. In this respect, both education office in-local and commissioners of education in charge of unification education must take the leading role for activating practical unification education. Still, in the middle of the conflict between North and South Korea, commissioners of unification education in local need to take the lead in and push ahead with the things for practical unification education whichever of our society, schools and the education office in-local have to do. 통일교육은 통일을 준비하기 위한 교육과 통일이후 하나가 된 사회의 완전한 통합 및 안정화에 필요한 교육이 모두 포함되어야 한다. 통일교육은 민족의 이질성의 확인이 아니라 민족동질성의 회복과 민족화합을 지향하고 국민들의 민주시민의식과 통일주체로서의 능력을 배양하는 것이다. 통일은 단순히 지리, 정치, 경제의 통합이나 결합의 차원을 넘어서 이질화된 가치관과 생활양식을 통합하는 것을 의미한다. 이러한 입장에서 학교 통일교육을 관장하는 지역 교육청과 통일교육의 전위대인 통일교육 위원들의 실질적인 통일교육 활성화가 이루어져야 할 것이다. 아직도 남북한 간의 갈등이 존재하는 속에서 우리 사회의 구심점인 학교와 그 학교를 둘러싼 지역 교육청 그리고 지역 통일교육 관련 단체들이 통일교육에서의 할 일을 전개하여야 한다. 따라서 지역을 거점으로 하는 통일교육 활성화를 위하여 지역 통일교육 위원들이나 교육청 관계자들은 적극적이고 올바른 관점으로 통일교육을 주도적인 입장에서 추진해 나가야 한다.

「통일교육지원법」의 개정방향

소성규 한국법정책학회 2019 법과 정책연구 Vol.19 No.3

통일교육에 대하여 「통일교육지원법」은 학교통일교육(「통일교육지원법」 제8조)과 통일교육 전문가양성과정(「통일교육지원법」 제9조의2)에 대하여 규정하고 있다. 반면에 지역주민을 대상으로 하는 지역통일교육센터에 대한 규정은 있지만, 사회통일교육에 대한 구체적인 규정은 없다. 통일교육의 근거법률이라고 할 수 있는 「통일교육지원법」은 1999년 2월 5일 제정되어, 1999년 8월 6일 시행된 이후 여러 차례 개정을 거처 오늘에 이르고 있다. 그러나 통일교육에 관한 기본법령으로 평가하기엔 다소 부족한 측면이 있다. 물론 지난 2018년 3월 13일 일부 개정되어 2018년 9월 14일부터 시행되는 「통일교육지원법」에서는 통일교육주간의 법적 근거 마련(제3조의3), 국가 및 지방자치단체의 통일교육 지원 책무 강화(제4조), 통일관의 지정 및 취소 근거 마련(제6조의6), 공무원 등에 대한 통일교육 실시(제6조의7) 등에 대하여 법적 근거를 마련한 것은 주목할 만 일이다. 그럼에도 불구하고, 「통일교육지원법」에는 일부 임의규정의 성격이 있고, 통일교육의 활성화 차원에서 개정되어야 할 사항이 잔존하고 있다. 이 연구는 효과적이고 효율적인 통일교육 방안에 대한 법적 측면 내지 법적 개정사항으로 한정하여 연구하였다. 그 결과 통일교육에 대한 예산부족의 문제, 사회통일교육 수강생 모집의 문제, 중앙정부(통일부)와 지방정부의 협력적 거버넌스의 문제점을 발견하였다. 이러한 문제점을 해결하기 위하여 입법형태 내지 입법기능 측면, 통일교육 업무 추진체계의 측면, 통일교육 운영이란 세 가지 측면에서 통일교육지원법의 개정방향을 검토하였다. 아울러 「통일교육지원법」의 입법자는 통일교육을 통일이전의 한시법으로 생각하고 입법하였으나, 통일교육은 통일이후에도 남북한의 이질성 극복 차원에서 필요한 교육이라는 점을 강조하였다 또한 실질적인 통일교육을 위하여 「통일교육지원법」과는 별개로 민주시민교육의 활성화를 위한 가칭 「민주시민교육지원법」 제정 필요성을 주장하였다. The Unification Education Support Act stipulates unification education at schools(The Unification Education Support Act, Article 8), and training of professional unification educators(Article 9-2). Detailed provisions pertaining to unification education at social levels have not been established, even though the concept of a regional unification education center is prescribed by the law. The Act, which serves as a basis for unification education, was enacted in 5th of Febuary, 1999. However, many are showing a tentative attitude towards the legal system due to its incompleteness as a primary regulation, although it has been amended multiple times since its enforcement in 6th of August, 1999. It is certainly true that recent changes such as Unification Education Week(Article 3-3), strengthening responsibilities of the State and the local government(Article 4), designation and revocation of unification halls(Article 6-6), and unification education for public officials(Article 6-7), which came into force in 13th of March 2018, are worth noting. Nevertheless, some of the provisions are voluntary and require further amendments in order to invigorate unification education. This research is confined to legal considerations regarding effective unification education. In specific, it describes problems such as budgetary gap, issues with student recruitment and an insufficient cooperative system between the State(Ministry of Education) and local government. For policy directions, this research considers legislative structure or function, tasking system, and management for unification education. Moreover, this paper underlines the education as a necessary measure to overcome the differences between South and North Korea, although the legislators at the time of enforcement viewed it as a temporary solution. It also underscores the necessity of enacting an additional act, namely Democratic Education Support Act, to actualize effective civil and unification education. [Keywords:unification education, Unification Education Act, regional unification education center, unification education officials, unification education at schools, unification education at social levels, Democratic Education Support Act]

독일의 정치교육과 한국의 통일교육 비교

정용길 평화문제연구소 2003 통일문제연구 Vol.15 No.2

The purpose of this paper is to compare unification education 10 Korea and polmcal education in West Germany, analysis the differences between them and grope alternatives applicable to unification education in Korea. Political education in West Germany took the place of unification education in Korea. The basic goals of unification education in Korea are to unify the Korean Peninsula on the basis of its own way and develop it after unification. Political education has various meanings. One is to define education by political parties as a part of political activity. The another is to meant education for bring up a democratic citizen. Third is to make people proud of their own society through education. In West Germany, political education brought up the Germans to the democratic citizenry. As a result of that, when the Germans caught the chance to unify between West and East Germany, they took the leading role in integrating East Germany into West Germany. In conclusion, we have to follow lessons from the German Unification to prepare the Korean unification. First of all, we have to grope the alternatives capable of promoting the unification and overcoming the outbreak of difficulties after the unification through the improvement of unification education. And we have to learn patience and tolerance from the Germans.

한국 정부의 통일교육 : 역사, 현황, 방향

김진환 ( Kim¸ Jin-hwan ) 서울대학교 통일평화연구원 2021 통일과 평화 Vol.13 No.2

This article reflects on the directions for unification education the government has offered to unification education workers and discusses what direction to suggest going forward. To this end, first, it was confirmed that the government’s unification education goals have changed according to the changes in the situation inside and outside the Korean Peninsula since the early 1970s. Next, we looked at changes in the government’s unification education goals and major achievements after the resumption of the Korean Peninsula peace process in 2018. Finally, based on these reflections and diagnosis, we propose a direction for unification education that the government, schools, and civil society organizations unification education that should pursue together through democratic and social consensus. The education that the government is aiming for and that should be suggested to unification education actors is known as “peace and unification education.” peace and unification education of which emphasizes peace as the reason for unification above all else and allows us to reflect on the relationship between peace and unification. Peace and unification education does not education that simply add elements(recognition of difference, respect for diversity, non-violent communication, and fostering of peaceful conflict resolution skills etc.) emphasized by peace education to the existing unification education goals. Peace and unification education helps members of Korean society view unification as a necessary task for the advancement of peace on the Korean Peninsula and makes them aware that peace on the Korean Peninsula will not be completed simply through unification. Through this, peace and unification education enables the members of Korean society to work tirelessly for peace, not just for unification.

교육과정 변천에 따른 유치원 통일교육의 변화

조경자 ( Jo Gyeong Ja ),이현숙 ( Lee Hyun Sook ) 충남대학교 교육연구소 2016 교육연구논총 Vol.37 No.4

The purpose of this study was to analyze the changes of the National Kindergarten Curriculum about unification education. To this end the objectives and contents of the National Kindergarten Curriculum, from the 1st to the 6th revision, the 2007 Revised Curriculum, and the current 3∼5 Nuri Curriculum, were analyzed. The `Curriculum Manual` and the `Kindergarten Teacher`s Guidebooks for Curriculum Activities` were also included as analysis resources. Unification education in the National Kindergarten Curriculum has been changed from anti-communism education to unification security education, and to unification education, both on the notification level, which is promulgated by Ministry of Education, and practical level, which is presented in the guide books for teachers. In the 1st to the 3rd curriculum, the unification education is characterized as `anti-communism education`. The objectives, contents, and activities related to unification attempts to ply kindergarteners into having negative views of communism and justify unification. In the 4th Curriculum, the unification education is characterized as `a national security education`. The term `anti-communism` was not used, but instead `peaceful unification` was used. The objectives and contents exposed the reality of division between the two countries. But some of the activities included vigilance against North Korea. From the 5th Curriculum to the current Nuri Curriculum, unification education is characterized as `unification education`, emphasizing a more objective understanding of North Korea, national community, peaceful unification. Based on the results, some suggestions and strategies were discussed to develop the future curriculum for unification education.

통일교육위원의 통일인식 분석을 통한 지역통일교육의 효율화 방안:충남, 대전・세종 통일교육위원을 중심으로

전일욱 한국행정사학회 2024 한국행정사학지 Vol.61 No.-

This paper analyzed the views on unification, North Korea, and unification education through a survey of Chungnam, Daejeon, and Sejong unification education committee members who have been active as experts in unification education. Based on the results, it suggested measures for the effective promotion of regional unification education. As a result, first, the views on unification of the South and North by the Chungnam, Daejeon, and Sejong unification education committee members were very positive. It was found that unification of the South and North would be completed within 50 years, and the types were security unification and inter-Korean exchange and cooperation unification. Second, the views on North Korea by the Chungnam, Daejeon, and Sejong unification education center members were very negative in all areas except for the North Korean people, including the North Korean system, North Korean leadership, North Korean economy, North Korean human rights, and North Korea’s future. Third, the regional unification education views of the Chungnam, Daejeon, and Sejong unification education committee members were found to be primarily focused on North Korea and unification. They also believed that current unification education is inefficient. They also believed that the core content of unification education should be centered on understanding the real lives of North Korean residents and recognizing the need for unification. Therefore, when looking at the views on unification, North Korea, and unification education of the Chungnam, Daejeon, and Sejong Unification Education Committee members, it appears that experiential learning methods and discussion and Q&A methods should be used as a means of revitalizing regional unification education, and in particular, in order for regional unification education to be revitalized, the government must support unification-related programs and provide information and materials related to North Korea and unification.