This study aims at examination on features of social integration as a main principle of Korean lifelong education and investigation the alternative paradigm of lifelong education for social integration studying critically limitation form of human capi...
This study aims at examination on features of social integration as a main principle of Korean lifelong education and investigation the alternative paradigm of lifelong education for social integration studying critically limitation form of human capital and processed lifelong education under the leading of the government.
In sphere of lifelong education, there are features of unification of society and relations through comparative discussion with the concept of social capital and community correlated to unification of society. Social capital is the instrumental role for embodying the idea of union of society and community. In addition, it is based on ideological concept for overcoming limitation of lifelong education under the leading of government or market and improving social efficiency. Community is the goal of alternative lifelong education paradigm and the part of a subordinate concept for embodying unification of society in that it is based on increase of self-control and participation of members in society. In field of lifelong education, union of society is an active role for maintaining equality not excluded every member from society as well as improving life depended on individual growth. Besides, their active citizenship ground, comprehensive and continuous concept would be defined in the course of formatting strengthen community or already in the unified community by expanding civil community argument sphere.
The problems were caused because Korean lifelong education was progressed under the leading of government of market. First, looking at lifelong education made by government functionally focused on social and economic development, lifelong education was mobilized as a role of governmental competitive power. In addition, under the government control, autonomous civil society caused the regulation of improvement and the dead or distortion of social value. On the one side, under market control, lifelong education interested in form of human capital and HRD was reorganized by complete market logic from economic view. This process shifting learning responsibility to individuals from the government or company brings out the conclusion that the sphere of lifelong education was moved from public domain to private one.
This study intended to 3 kinds of alternative lifelong education. First, the original value recovery of lifelong education was a premise. Faure and Derolos from UNESCO insist on learning for being and learning for survival together could overcome individualism and instrument of learning that were made by market. And they gave message that making real unification of society can be possible through faith and common regulation connected between you and me. Second, the common character shown by failure of government and market is collaboration among various fields not a one-sided lead. Therefore, for secure common character, alternative lifelong education has attention to a role of civil society and demand solidarity and cooperation with NGO and government. Last one is that social capital is recognized social value as a demanded element for formation of alternative lifelong education. Social capital could heal economic and psychological tension that came from continuous survival leaning new knowledge and skills. And it would be an important role to embody the union of society and new community from harmonious learning relationship not competitive one between one and another.
As a idea of lifelong education, revitalization of learning community and reinforcement of private collaboration are suggested as action plans for unification of society learning community could help a individual find their value being by returning lifelong education which was staying in individual level now in adult life world. On the other hand, in lifelong education field, not only private collaboration but also governance would propulsive force of lifelong education the greatest by participating with NGO and other civil communities in performance of lifelong education policy. Moreover from complementary cooperation, governance would look forward to making academic discussion to confirm common character of lifelong education.