Gramsci의 교육과정론에 대한 논쟁과 종합 : Controversies and Syntheses = Rethinking Antonio Gramsci's Curriculum Theory

국문 초록 (Abstract)

본 연구는 우리나라에서 1980년대의 Marx주의와 1990년대의 포스트모더너즘의 세례를 받은 시민운동과 문화연구(cultural studies)의 관심에 대한 현상을 설명하기 위하여 Antonio Gramsci의 교육과정론을 해석하는 보수주의 진영과 진보주의 진영 간의 논쟁을 중심으로 다루었다. 먼저 Gramsci의 교육과정론과 관련하여 중요한 개념인 헤게모니, 진지전, 유기적 지식인이 언급되었다. 이를 바탕으로 Gramsci의 교육과정론을 보수적 입장으로 대변하는 교육학자들과 이를 비판하는 진보주의 교육학자들의 결점을 분석하였다. 이러한 분석에서 얻은 시사점을 통하여 우리나라에서 1990년대 말 무렵에 벌어진 열린 교육을 둘러싼 보수주의 진영과 진보주의 진영 간의 교육과정 논쟁과 현재 적용중인 제 7차 교육과정과 연계시켜 절충적(eclectic)이며 종합적인 시각에서 결론을 맺었다.

다국어 초록 (Multilingual Abstract)

This article investigated a controversial nature of Antonio Gramsci's views on education, especially curriculum. Gramsci was a leading Italian Marxist. He was an intellectual, a journalist, and a major theorist who spent his last eleven years in Mussolini's prisons. During this time, he completed 32 notebooks containing almost 3,000 pages. These notebooks were smuggled out from his prison and published in Italian after the Second World War. The central and guiding theme of the Notebooks was the development of a new Marxist theory applicable to the conditions of advanced capitalism.
Before discussing Gramsci's views on curriculum, the researcher reviewed such key words as hegemony, the war of position, and organic intellectuals necessary for addressing Gramsci's theory of education. By definition, hegemony denotes the predominance of one social class over others. This represents not only political and economic control, but also the ability of the dominant class to project its own way of seeing the world so that those who are subordinated by it accept it as "common sense" and "natural." This necessarily involves willing and active consent. The conception of the war of position is that the mass party engages in widespread and protracted militancy across the whole of civil society rather than smashing the state in a military insurrection led by a vanguard elite. Organic intellectuals are those who belong to the repressed groups and are attempting to undermine the dominant culture, with the help of ''traditional" intellectuals who could be persuaded to defect.
After that, two contrasting views like conservative and progressive perspectives on Antonio Gramsci's theory of curriculum were introduced. While conservative scholars such as Harold Entwistle and E. D. Hirsch argue for the learning of core curriculum, Henry Giroux and other radical scholars ask for the opposite such as critical and analytical thinkings. Implications drawn from the analyses were used to explain the Koran version of "open education" in the late 1990s and "the 7th curriculum Reform."
In conclusion, when we discuss curriculum matters, dichotomous views on curriculum should be shied away. Instead, we should maintain balanced and eclectic viewpoints.