이명박 정부의 주요 공교육정책에 관한 교육사회학적 분석

Abstract

This study analyzed ‘Shadow Education Expense Reduction Policy,’ 'High School Diversification Policy’, and 'College Entrance Autonomy Policy’, the major public education policies of Lee Myung-Bak government, on the perspective of sociology of education using education doers, educational law, and social-economic tools. Also, I tried to figure out whether those policies fit to educational value and norms by using the hermeneutic approach method. The intended answer of this research was to know not only if public education policies that Lee Myung-Bak government promoted were truly helpful to 'normalization of public education‘ and 'national competitiveness strengthening’ which were aim of education, but also if those were suitable to achieve the purpose. The first specific question for the research is how Lee Myung-Bak government’s major policies understand the humans as 'education doers‘ who is a research topic of the sociology of education, and then education activities itself has the enough value of educational purpose to realize equality and justice. Second, are the policies of the Lee Myung-Bak government reasonable enough to education rights, a right to get education that Constitution and Educational Basic Law guarantees, in education-systematical point of view? Third, what kind of effect does the major policies of the Lee Myung-Bak government have for integration between teachers, students, parents, and members of the society as the subject of education since the policies can be interpreted as a policy focusing on neo-liberalism which appears ’autonomy and competition’ in social economic aspect? This study presents some points as followings. First, the educational policies based on principles of autonomy and competition which are moto of neo-liberalism that Lee Myung-Bak government pursed strongly have a limit to pursue the fundamental value of education by education activities of education doers. Second, it is hard to estimate the policies are adequate for people's education rights implemented by Constitution and Educational Basic Law to come true at education system and on-site education. Third, Lee Myung-Bak government policies strengthened side effect for social integration by causing educational polarization couldn't solve problem of commercialization of education and inequal education. These results highlight importance of publicity and equality, features of public education. Moreover, those suggest the revision of system to make the education rights come true at on-site education as it is guaranteed by Constitution. And it is also implied that strengthening educational welfare is necessary for normalization of public education. Through realization of genuine public education with a value of publicity and equality, it is possible to minimize the high cost that society pays for dehumanization as a result of excessive competition, and it enables to equip competitive national education system. In this study, there are some suggestions as follows. First of all, it is important to pursue holistic education beyond spirit or political philosophy of perspective government and to realize the value of publicity which public education has in order to raise ability as democratic citizens. Second, law system maintenance is essential to let the purpose and sprit of public education policies is correctly adapted and presented at education field. This can realize the clarification of curriculum. Third, public education policy must claim to social justice involving value of cooperation and consideration.