우리나라 공교육 제도 안에서의 가톨릭 학교의 정체성에 대한 고찰 : 대구광역시 내에 소재한 가톨릭 중.고등학교를 중심으로 = A study on the Identity of the Catholic Schools in Public Education system in Korea : Focuses on Catholic Middle and High Schools in Daegu

다국어 초록 (Multilingual Abstract)

Public education can be defined as mandated activities that lead a human-being genuine. However, the meaning of public education can be applied to various perspectives based on which site of the essence of education is taken into consideration as the significance of education is composed of diverse sub-concepts.
Amongst many concepts of education, the intellectual aspect is particularly emphasised in Korean public educational system. Thus, it is often argued that the educational institution centred on intellectualism may interrupt students to form right values along with the proper ideals to become an eligible social individual. So it is crucial to seek fundamental solutions of public education system to avoid students failing in shaping better characteristics in Korea.
It is claimed that the reality of current Korean public education system is severe as it is thought to be facing no internal stability, also a lack of governmental finance support, an increase of early overseas students and a rise of private education and resulted fees. It is generally blamed on the public education system in Korea that is solely university preparatory and that ignores basic purposes of public education such as education for the whole and students’ self-realisation.
In the mentioned circumstances, Korean public education is desperately in the need of changes especially on providing equal educational opportunities and also offering even intellectualities to the whole. In order to achieve these goals, it is important to value the process itself rather than the result which would bring better opportunities to shape up stable institutional backups and for students to open up a diverse way to the success and to accept a wide range of different values.
In addition, it is also vital to develop and execute the whole-person education programmes that can assist students to respect each individual’s different characteristics and dignities of student.
By doing so, the society finally would embrace individual differences not just with the academic achievements and value more on moral attentions and considerations.
Therefore, this study proves the positive effects of catholic schools on both sides of education, intellectuality and whole-person which lead students to form community spiritualities in chapter 2. Then it will search the identity and the role of catholic schools based on the church literature to examine the beneficial influences of catholic schools and of both internal and external evangelisation work on bringing students of abilities.
Catholic Church aims to enhance students to understand the effectiveness of welfare through catholic schools. It also tries for students to be prepared to proffer services and to be an apostolate role-model who is able to extend God’s world. Catholic Church emphases education not only through catholic schools but also with homes (parents), nations (societies) and churches all together. Church accents on the notion that every party should be a part of forming and developing right values and intellectual abilities of students to bring religiously faithful individuals to the society. In other words, the whole-person education should be delivered based on the Christian spiritualities to shape an individual who can serve a local evangelisation. This is to actualise the identity of catholic schools.
The main educational purpose of the catholic schools is to form Christian individuals who have upright characters by focusing on educational efforts and Christian spiritualities. As mentioned this can be accomplished by educational programmes that are designed to build an upright character and self-actualisation and to fulfil right social duties along with the eligible catholic educators who are evangelised. It is believed when the educators to precedently be sincere and faithful in everyday lives of theirs’, schools would be filled with the evangelical spirits such as love and liberality. This is the key notion of catholic churches’ educational policy through the catholic schools.
Catholic schools should seek for educational methods through catholic ideals, but it should be well-balanced in accordance with the Korean and church’s law as well as the public educational issues. Thus, in chapter 3 followings are discussed; first, the reality of catholic middle- and high- schools’ educational state, the history and the current conditions of Daegu Archdiocese’s catholic education, focused on the interviews with clergies and religious who are dispatched to catholic middle- and high-schools in Daegu.
Statistically, there are 1.5% catholic middle- and high-schools in Korea, there are eight catholic schools in Daegu where happens to be the most schools out of all dioceses followed by the most of faculties and students. Among faculties, 71.2% are catholic believers where students only are 18.2%. This may show the severe needs of both internal and external evangelic missionaries.
Schools applied to the research have shown diverse educational programmes by clergies and religious. Schools are to consolidate the existence of themselves along with their identities, whole-person and character shaping programmes which are built with the catholic spiritualities. By doing so, students can form upright personalities and become suitable individuals to evangelized in local communities.
In order to accomplish this, it is important all members of a school to have inner catholic values. For example, teachers who seem to spend the most time with students be crucial in terms of shaping students inner completion of evangelization.
Thus, clergies and religious who are dispatched to schools have to perform a certain role not only as a missionary but also as an evangelic role model for teachers.
However, their efforts do not seem to be enough, every home, nation (society), and church should play it together to actualise and to make students’ dreams come true by establishing a solid identity of catholic schools.
These efforts might support the identity establishment of catholic schools are proposed. As mentioned, it is vital for catholic schools’ own attempts as well as the local bishop’s support.
Supports from the bishop can lead to a proactive pastoral with fostering trained or specialised priests for school pastorals. This can be flourished with the supports from the associate parties.
Catholic Church and schools should priory take care of the poor who have been abandoned from love and supports with a firm plan to educate those students. Students classified with by the law should be selected and provided satisfactory supports both mentally and economically.
Also, catholic schools should develop their own teaching methods to enhance the unique features of catholic schools. For instance, programmes like building characters, community spirits, preventative disciplines, reading comprehensions, underachiever cares, career shaping, life respects and so on.
As a matter of fact, schools have applied those programmes to their curriculums in Daegu. This should be continuously managed by certain stages of planning, executing, and measuring.
Despite the fact that catholic schools cannot completely ignore the Korean educational territories like examinations, schools should find a balance in between by accepting intellectual education for the whole.
Consequently, this study suggests “AMOS gospel share” and “community response” programmes from small community program. These Christian gatherings can solve those issues with a perspective of evangelization. In the programmes, students can be taught that other students are companions who we have to love rather than competitors.
These efforts are to flourish the humane relationship with the God and to fulfil the love with one other, consequently, to help students to be mature social individuals.
In sum, this research suggests right directions for catholic schools to proceed in order to actualise the adequate identity in public education boundaries by giving catholic thoughts and literatures. Secondly, this study examines the current conditions of whole-person education as well as the personality shaping education of catholic middle- and high-school in Daegu such as Daegun and Hyosung Middle Schools and Daegun and Hyosung Girls’ High schools. Lastly, it recommends the efforts to helps students to have Christian spirituality to embrace the evangelization based on the interview with clergies and religious.

목차 (Table of Contents)

• Abstract
• 서 론 1
• Ⅰ. 우리나라의 공교육 4
• 1.1. 공교육의 개념 4
• 1.2. 공교육의 의미 5
• 1.2.1. 공교육의 제공자 8
• 1.2.2. 대상 : 공중(public, 公衆) 9
• 1.2.3. 공통된 내용 9
• 1.2.4. 목표 : 공익, 공동선의 추구 10
• 1.3. 공교육의 현실태 10
• 1.3.1. 공교육 정책의 획일성(劃一性) 11
• 1.3.2. 국가 차원의 공교육 재정의 부족 12
• 1.3.3. 입시제도(入試制度) 16
• 1.3.4. 사교육의 성황 17
• 1.3.5. 사회적 불평등(사회 양극화 심화) 21
• 1.4. 공교육의 발전방향 23
• 1.4.1. 모두에게 평등한 교육 24
• 1.4.2. 결과 중심주의 교육에서 과정 중심주의 교육 24
• 1.4.3. 전인교육의 강화 25
• 1.5. 소결론 26
• Ⅱ. 가톨릭 학교교육에 관한 교회의 가르침 28
• 2.1. 가톨릭 학교교육에 관한 법적 근거 29
• 2.1.1. 1917년 교회법전 29
• 2.1.2. 1983년 교회법전 32
• 2.1.2.1. 부모 32
• 2.1.2.2. 국가(사회) 33
• 2.1.2.3. 교회 34
• 2.1.2.4. 학교 35
• 2.1.3. 2005년 한국 지역 교회법전Ⅰ 37
• 2.2. 제2차 바티칸 공의회「그리스도인 교육 선언」 39
• 2.3. 교황청 교육성성의「가톨릭 학교에 관한 지침」41
• 2.4.「제삼천년기의 문턱에 서 있는 가톨릭 학교」 42
• 2.5. 소결론 44
• Ⅲ. 우리나라 공교육 제도 안에서의 대구광역시 내에 있는
• 가톨릭 학교의 현실태 47
• 3.1. 우리나라 가톨릭 중·고등학교의 현황 48
• 3.2. 대구대교구 가톨릭 학교교육 사업의 역사 52
• 3.3. 대구대교구의 가톨릭 중·고등학교의 현황 57
• 3.4. 대구대교구 가톨릭 중·고등학교에 소속된 학생들 중 가톨릭 종교 현황 59
• 3.5. 대구광역시에 소속된 가톨릭 학교들의 교육적 상황과 운영 63
• 3.6. 소결론 79
• Ⅳ. 가톨릭 학교를 위한 노력과 나아가야할 방향 83
• 4.1. 가톨릭 학교를 위한 교구장의 역할 87
• 4.1.1. 가톨릭 학교 최종 책임자로서의 교구장 87
• 4.1.2. 가톨릭 학교를 통한 인재 양성의 역할(임무) 88
• 4.1.3. 가톨릭 학교를 위한 사제의 양성과 수급의 의무(역할) 89
• 4.2. 가톨릭 학교를 위한 공동체의 협력 90
• 4.2.1. 교회(교구)의 협력 90
• 4.2.2. 학교공동체의 협력 91
• 4.2.3. 국가 및 지역사회의 협력 92
• 4.2.4. 가정의 협력 92
• 4.3. 가톨릭 학교교육의 발전을 위한 방향 93
• 4.3.1. 가톨릭 학교 복음화 94
• 4.3.2. 가톨릭 학교교육의 우선적 대상 95
• 4.3.3. 가톨릭 학교의 특성을 드러내는 교육방법 97
• 4.3.4. 가톨릭 학교의 교사들의 역할 105
• 4.3.5. 입시위주의 교육제도 안에서의 가톨릭 학교 107
• 4.3.6. 전인교육 활성화를 위한 가톨릭 학교 내에서의 소공동체 교육 108
• 결 론 112
• 참 고 문 헌 114