평화이론과 헌법

정재요(Jae-Yo Jung) 한국정치정보학회 2017 정치정보연구 Vol.20 No.1

이 글은 ‘평화연구’에 대한 헌정주의(憲政主義)적 접근을 시도한다는 차원에서, 소극적 평화와 적극적 평화의 두 가지 범주를 중심으로 한 평화이론에 주목하여, 그것이 공동체 운영의 기본철학이 담겨있는 ‘헌법’과 헌법의 최종적 해석물인 ‘헌법재판소 판례’에서 어떻게 나타나 있는지를 비판적으로 분석한다. 이 글의 본문은 다음과 같이 구성되어 있다. 우선 연구의 분석적 틀 거리를 마련하는 Ⅱ장에서 소극적 평화와 적극적 평화의 두 가지 수준의 평화이론을 간략히 정리하고, 이의 헌법적 수용에 관하여 살펴본다. 여기서는 직접적 폭력을 제거하고 전쟁예방‧국가안보를 중시하는 소극적 평화와, 구조적‧문화적 폭력을 제거하고 삶의 질을 낮추는 일상문제의 해결‧인간안보를 중시하는 적극적 평화에 관한 사항을 다룬다. 나아가 이러한 평화이론이 현행헌법에서는 어떻게 수용되어 있으며, 헌법상 평화권이 도출될 수 있는지를 고찰해 본다. 연구결과 현행헌법은 일정한 형식체계를 갖춘 평화실현에 관한 규범적 서사로 읽힐 수 있으며, 이러한 헌법적 서사 속에는 권리로서의 평화인 평화권도 적극적으로 모색되고 도출될 수 있음을 확인하였다. 한편 평화이론의 틀에서 24건의 추출 헌법재판소 판례 속 평화를 비판적으로 분석하는 Ⅲ장에서는 평화권, 소극적 평화, 적극적 평화의 세 가지 수준에서 판례분석이 이루어진다. 연구결과 헌법재판소는 권리로서의 평화인 평화권을 부정하면서, 소극적 평화조항은 적극적으로 해석하고, 적극적 평화조항은 소극적으로 해석하는 일정한 경향을 확인할 수 있었다. 총체적으로 조망해보면 평화이론의 틀에서 고찰한 헌법재판소 판례 속 평화는, 우리 헌법 속에 입력된 평화를 제대로 반영하지 못하고 있다는 것을 알 수 있었다. This paper attempts to take a constitutionalism approach to peace studies. To this end, this paper pay attention to peace theory centered on negative peace and positive peace, and critically analyze how it appears in our constitution and precedents of constitutional court of korea. This paper is composed as follows. Chapter2 of this paper, I briefly summarize two categories of peace theory, negative peace and positive peace, are examined constitutional acceptance of peace theory. Chapter3 of this paper critically analyzes peace in the extraction of 24precedents of constitutional court of korea. precedent analysis is conducted at three levels: the right to peace, negative peace, and positive peace. As a result of study, the constitutional court denied the right to peace, the negative peace clauses are interpreted positively, and the positive peace clauses are interpreted negatively. In conclusion, we could see in precedents of constitutional court of korea failed to reflect properly inherent peace in the korean constitution.

포괄적 평화교육 관점에 기반한 고등학교 통합사회 교과서 ‘평화’ 단원 분석

조대훈 한국사회과교육연구학회 2023 사회과교육 Vol.62 No.4

The purpose of this study is to analyze Peace units of five high school ‘Integrated Social Studies’ textbooks and to provide implications for the implementation of peace education in classrooms and future curriculum revision and textbook development. The researcher constructed the definition and principles of comprehensive peace education through a literature review of peace education and utilized it as a basic framework for the analysis of Peace units in five textbooks. The main findings from the present study are as follows: First, the Peace units across five textbooks were based on the narrowly defined concept of peace, lacking an adequate attention to the complexity and diversity inherent in the concept of peace. Second, due to the influence of the national curriculum achievement standards, the Peace unit implicitly justified the liberal perspective on peace, and consequently failed to take into account potential advantages of various theoretical perspectives of peace, limiting alternative ways of perceiving the meaning of peace nad conflict resolution. Third, the Peace units tended to overlook the basic knowledge of conflict resolution based on the nature and management of conflict, and as a result, tended to provide learners with limited opportunities for in-depth and reflective learning on conflict and dispute. Fourth, the interdependence or interconnectivity of peace across different levels, which has been considered as one of crucial elements of peace studies especially from the perspective of transformative pedagogy, was not fully explained due to the structural decoupling between the Globalization unit and the Peace unit, which resulted in the failure to explain how peace interacts with various social, economic, and environmental factors. The results of this study offer crucial implications for the current Integrated Social Studies classroom, the process of social studies textbook development based on the 2022 revised curriculum, and the future curriculum revision.

제주 평화의 섬 구상과 평화적 수단에 의한 평화

양길현,장원석 경남대학교 극동문제연구소 2002 한국과 국제정치 Vol.18 No.4

This study attempts to define and develop the formula of 'Peace Island of Jeju'(FPIJ), focusing on the establishment of the peace order in the Northeast Asia and the Korean Peninsular in the 21st century. Based on the Johan Galtung's 'peace by peaceful means' idea, the study puts its emphasis on the international cooperations, communications and cultural exchanges. FPIJ has been presented to contribute to the world peace by taking advantage of geopolitical situation of Jeju and its image of 'peace island.' First, FPIJ aims at stabilizing North Korea by providing North Korea with the humanitarian aids and benevolent exchanges, and creating 'zone of peace' between North and South Korea, thus leading to peaceful relations between the two Koreas. Second, FPIJ is to define its firm identity and leading role as a peace island with progressive viewpoint to free Jeju from the conflict-ridden fluctuation of the region, thus helping improve the level of reconciliation-cooperation in the Northeast Asia. Third, FPIJ aims for the buffer-zone among North-South Korea, China, and Japan, thereby holding military competitions in check, and bringing about cooperation among them. While seeking its transformation into the International Free City, Jeju is currently furnished with a lot of opportunities, especially with FPIJ positioning Jeju as a zone of 'Peace and Freedom.' This study proposes an alternative policy of 'non-defended locality' guaranteed by international laws and the countries concerned. The non-defended locality provides Jeju with the 'peace by peaceful means.'

다원화시대의 공동선 모색을 위한 평화교육과 덕윤리

이기범 숙명여자대학교 아시아여성연구원 2017 다문화사회연구 Vol.10 No.2

본 연구는 다원화시대에 적합한 평화교육의 과제를 제시하고, 덕윤리가 그 과제 이행의 철학적 틀로 적합함을 논의하여, 덕윤리에 기초한 평화교육의 특성과 실행 방향을도출한다. 우리 사회는 다원화 과정에서 나타나는 다양성과 다름을 합리적으로 조정할수 있는 사회적 역량이 부족하기 때문에 분열과 갈등이 늘어난다고 지적되고 있고, 그해결 방안의 하나로 평화교육의 중요성이 부각된다. 다원화시대의 평화교육의 과제는교육의 수준을 최대의 평화로 제고하는 것, 교육의 범위를 적극적 접근으로 확대하는것, 고유한 지식, 기술, 가치의 발달체계를 모색하는 것, 교육방식을 소통의 과정으로재구성하는 것이다. 이런 과제의 이행에 적합한 철학적 틀을 선택하기 위하여 의무윤리와덕윤리를 검토하고, 덕윤리의 적합성을 논의한다. 덕윤리에 기초하여 다원화시대의 평화교육의 과제를 이행할 수 있도록 주요 특성들을 제시한다. 그 특성들은 덕의 실천을 통한평화의 공동선 추구, 구성적 공동체를 통한 문화적 평화의 증진, 실천적 지식과 탁월성의장려, 다름의 존중과 자기성찰로 요약된다. 마지막으로 학교 안팎에서 평화교육을 실행하는 관건으로 구성적 공동체의 조성에 초점을 두고, 실행 과정에서 고려해야 할 사항을제안한다. The concept, goal, and contents of peace education are not yet succinctly established. A part of the reason is that there has been little attention toward articulating a philosophical framework for peace education. Focusing on a wide range of differences and conflicts in a multicultural society, this paper intends: to present the tasks of peace education; to address the validity of virtue ethics as a philosophical framework of peace education; to draw out those features of peace education based on virtue ethics; and to suggest some directions by which it can be effectively implemented both in and out of schools. The tasks of peace education renewed in a multicultural society are: to expand its scope from negative peace to positive one; to level up its objective from the minimalist notion of peace to the maximalist one; to define itself as the communicative process of exploring peace; and to refine the process that fosters knowledge, attitude, and skills relevant to peace. Virtue ethics is more conducive than duty ethics to the collaborative pursuit of peace. Those characteristic features of peace education informed by virtue ethics are: communicative endeavor for forging peace as the common good; enhancement of cultural peace in the constitutive community; respect of differences and encouragement of self-reflection; and formation of practical knowledge through ongoing social practices. These features would work to orchestrate more viable mode of peace education.

기독교 평화교육으로의 통일교육

조은식 한국개혁신학회 2004 한국개혁신학 Vol.15 No.-

"What is peace?"We often ask this question. "Peace is the absence of wars." Many people answer like this. This is a partial understanding of peace. In a biblical sense, peace is understood as the gift of God. In the New Testament, peace is the root of the gospel of Jesus Christ. Jesus Christ is the embodiment of shalom. His death has accomplished peace between God and humanity. Each society has problems to maintain peaceful life for its members. Peace educationbegins to make an educational effort to participate in the real problems of human life and solve them; and to overcome holistic crisis. The goals of peace education are to solve various conflicts, confrontations and clashes not by violence but by peaceful means; to oppose against existing violence and war; to pursue peace; to nurture peace makers and peace keepers; and to educate people how to live harmoniously with other people who are different from them. Peace education is practiced in various aspects in time and space. In Korea, peace education indicates education for peaceful reunification. This is because peace is the most essential and ultimate element of national reunification. Unification education therefore is a Korean type of peace education. However, due to the Korean War, unification education laid stress on anticommunist education that had ideological tendency rather than harmony for reunification. Thedirection of Christian peace education should be repentance, forgiveness, reconciliation, cooperation and unity. The approach methods should be mutual understanding, objective comparison, open and future-oriented behavior, and religious approach. The contents of education should be the reconciliation between God and humanity, and between humanity, biblical worldview, biblical view of history, and of reunification. The methods of education should be sermon, Bible study, seminar, summer and winter vacation Bible schools, field education, experimental education, audio-visual education and so on. The most important thing is to change church leaders' point of view and consciousness. The reason why we emphasize reunification is there is the division in the Koreanpeninsula. Reunification may bring peace in Korea. Therefore, peace and unification education is necessary for peaceful reunification. Peace and unification education should be the basic education to prepare for national harmony and peaceful reunification. The Korean Church should make every effort to settle peace and unification education.

Peace Treaty versus Democratic Peace as a Peace Building Measure in Northeast Asia

Chae-Han Kim 한국학술연구원 2021 Korea Observer Vol.52 No.3

This paper compares and reviews the dissolution of wartime alliances and the promotion of democracy as a measure to build peace in Northeast Asia. First, since the Korean War remains in armistice without an official ending, a peace treaty to dismantle wartime alliances has been argued to establish a peace regime. Yet peace treaty is a doubleedged sword; although the treaty sometimes contributes to peace, it sometimes breaks down the deterrent of war and goes against peace. Second, democratic peace is a measure to establish a peace regime through the spread of democracy. Democratic peace, however, does not work in a simple manner. In order to pursue peace, democracy needs to be accompanied by the measure of historical peace that past affairs must be reconciled for peace. Shared values such as democracy and collective security will contribute to peace in Northeast Asia.

자위(自衛)로서의 평화: 북한의 평화 개념

김병로 사단법인 한국평화연구학회 2019 평화학연구 Vol.20 No.3

The purpose of this article is to examine what North Korea means by peace. North Korea, like any other country, has defined peace as a state without war or violence, a state of reconciliation without conflict or antagonism. However, this peace does not come on its own but is secured only by the power, especially the self-defense power based on the Juche idea. This realistic but passive notion of peace spreads confrontational view of peace over imperialism and capitalism among ordinary people. This typical concept of peace has recently led to interest in positive notion of peace that peace can be achieved through improving political relations and economic cooperation. 이 논문의 목적은 북한이 주장하는 평화가 무엇을 의미하는지 살펴보는 것이다. 북한도 다른 나라와 마찬가지로 평화를 전쟁이나 폭력이 없는 상태, 분쟁이나 반목이 없이 화목한 상태로 평범하게 정의하고 있다. 그러나 이 평화는 저절로 오는 것이 아니라 오직 힘의 의해서만 담보되며, 특히 스스로 지켜야 한다는 주체사상의 자위(自衛)에 근거한 소극적 평화개념으로 정착되어 있다. 이러한 현실주의 평화관, 소극적 평화개념은 일반주민들에게 제국주의·자본주의와 대결적 평화관을 확산시켰다. 이러한 전형적인 평화관념이 최근 대외관계개선과 경제발전을 통한 적극적 평화에 대한 관심으로 이어지고 있다.

평화와 통일, 순례를 위한 DMZ Peace Road의 구상

오기성,주우철 사단법인 한국평화연구학회 2019 평화학연구 Vol.20 No.4

The Korean Peninsula DMZ is a symbol of conflict. As cooperation and reconciliation began in 2018, various discussions on the use of the DMZ have begun. Opinions are divided over whether it is the path of peace or the way of ecology. This study focuses on the notion of crack and destruction of relationships, wounds, healing and recovery on the road to peace. It is assumed that the keyword ‘relation’ is located to the road. The path to making peace begins with a fundamental reflection on the relationship between nature and human beings, human relations, human relations, South and North relations, and community relations for global peace. It is from the perspective that the DMZ on the Korean Peninsula can be a bridge of peace, based on the restoration of the correct relationship between life and nature and human beings, humans and humans, humans and communities. The DMZ occupies a core position in the peaceful life of nature and human beings who conceive and nurture life on the Korean Peninsula, and also serve as a bridge to build peace in relations with others around the world. In this space, this study envisions the path of peace and peace in the DMZ, and the path of life and pilgrimage. 한반도 분단선 DMZ는 분쟁과 갈등의 상징이다. 2018년 남북화해와 협력이 시작되면서 DMZ의 활용방안에 대해서 다양한 논의를 시작하고 있다. 평화의 길이냐 생태의 길이냐를 두고 의견이 분분하다. 본 연구는 평화를 향한 길에서 ‘관계’의 균열과 파괴, 상처, 치유와 회복이라는 개념에 주목한다. 여기에 ‘관계’라는 키워드가 자리 잡고 있음을 전제하고자 한다. 평화를 만들어 가는 길에는 우선 그동안의 비평화적 현상으로 인해 왜곡되고 굴절된 자연과 인간의 관계, 인간과 인간의 관계, 남과 북과의 관계, 전지구적 평화를 이루기 위한 공동체간의 관계에 대한 근본적 성찰을 필요로 하는 것이다. 바로 이러한 시각에서 한반도의 DMZ는 생명과 자연과 인간, 인간과 인간, 인간과 공동체간의 올바른 관계회복에 기초하여 평화의 거점이자 교량일 수 있다. DMZ는 한반도에서 생명을 잉태하고 가꾸어 가는 자연과 인간의 평화로운 삶에 핵심적 위상을 차지한다. 또한 지구촌의 타자와의 관계에서 평화를 일구기 위한 교량의 역할을 수행할 수 있는 의미의 공간인 것이다. 그 공간을 본 연구는 DMZ에서 평화를 일구는 길, 지구촌의 평화를 이어주는 길이라는 의미부여하면서 스페인의 산티아고처럼 생명과 순례의 길이 되기를 구상한다.

제주 평화의 섬 구상과 평화적 수단에 의한 평화

양현길,장원석 경남대학교 극동문제연구소 2002 한국과 국제정치 Vol.18 No.4

This study attempts to define and develop the formula of ‘Peace Island of Jeju’ (FPIJ), focusing on the establishment of the peace order in the Northeast Asia and the Korean Peninsular in the 21st century. Based on the Johan Galtung’s ‘peace by peaceful means’ idea, the study puts its emphasis on the international cooperations, communications and cultural exchanges. FPIJ has been presented to contribute to the world peace by taking advantage of geopolitical situation of Jeju and its image of ‘peace island.’ First, FPIJ aims at stabilizing North Korea by providing North Korea with the humanitarian aids and benevolent exchanges, and creating ‘zone of peace’ between North and South Korea, thus leading to peaceful relations between the two Koreas. Second, FPIJ is to define its firm identity and leading role as a peace island with progressive viewpoint to free Jeju from the conflict-ridden fluctuation of the region, thus helping improve the level of reconciliation-cooperation in the Northeast Asia. Third, FPIJ aims for the buffer-zone among North-South Korea, China, and Japan, thereby holding military competitions in check, and bringing about cooperation among them. While eeking its transformation into the International Free City, Jeju is currently furnished with a lot of opportunities, especially with FPIJ positioning Jeju as a zone of ‘Peace and Freedom.’ This study proposes an alternative policy of ‘non-defended locality’ guaranteed by international laws and the countries concerned. The non-defended locality provides Jeju with the ‘peace by peaceful means.’

한국의 평화 연구 동향: 명칭에 ‘평화’가 포함된 KCI 등재 학술지를 중심으로

김상래 사단법인 한국평화연구학회 2021 평화학연구 Vol.22 No.1

This study aims to explore the academic trends of peace studies, targeting five academic journals registered in National Research Foundation of Korea, with ‘peace’ in the title. The result shows that the research on ‘negative-passive peace’ focusing on unification or security is still the mainstream in those journals. However, the research on ‘positive-active peace’ is becoming more wide-spread due to the scholarly use of the irenological approach. In this context, two tasks in the future of peace studies in Korea are presented. One task is that not only ‘peace for unification’ but also ‘unification for peace’ must be studied. This means that ‘peace’ must go beyond ‘means value’ to become ‘purpose value.’ The other task is that not only ‘peace …ology (eg. peace psychology)’ but also ‘…-peaceology (eg. psycho-irenology)’ must be explored. Thus, the future trend of peace studies is not to study ‘peace’ with a specific academic approach, but to study a specific phenomenon with the irenological approach. 이 연구는 평화를 제목에 포함한 5개의 한국연구재단 등재학술지를 대상으로 평화연구의 학문적 동향을 탐색한 것이다. 결과는 그 학술지들에서는 여전히 통일이나 안보를 중심으로 한 ‘부정적-소극적 평화’ 연구가 대세임이 확인되었다. 그러나 평화학적 방법론에 대한 이해의 확대로 ‘긍정적-적극적 평화’ 연구도 확산되고 있다. 이런 맥락에서 향후 한국의 평화학이 나아가야 할 두 가지 과제를 제시하였다. 첫째는 ‘통일을 위한 평화’뿐만 아니라 ‘평화를 위한 통일’도 연구해야 한다는 것이다. 이는 평화가 ‘수단 가치’를 넘어 ‘목적 가치’가 되어야 한다는 것을 의미한다. 둘째는 ‘평화 〇〇학’과 함께 ‘〇〇 평화학’도 연구해야 한다는 것이다. 예를 들어, ‘평화심리학’뿐 아니라 ‘심리평화학’도 해야 한다. 이는 어느 특정한 학문적 접근법으로 평화를 연구하는 것이 아니라 평화학적 접근법으로 특정 현상을 연구하는 것을 의미한다.