Journal of Korean Home Economics Education Association (한국가정과교육학회지)

Korea Home Economics Education Association (한국가정과교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the Future Direction of Home Economics Education in the With/Post COVID-19 Era: Focused on the Review of 'Well-Being Education'

위드/포스트 코로나 시대를 대비한 가정과교육의 미래방향 탐색: '웰빙(Well-Being)교육'의 담론 고찰을 중심으로

  • 투고 : 2022.03.15
  • 심사 : 2022.03.28
  • 발행 : 2022.03.31
Download PDF
⟨ Previous Next ⟩

초록

The purpose of this study is to explore what value home economics education should pursue to be established as an essential subject in the 'with-/post Covid-19 era', and to suggest directions for the development of the future. To this end, first of all, changes in the future society symbolized by the with-/post- Covid-19 era were diagnosed through literature review. Moreover, the 'OECD Education 2030' project and Korea's 'Educational Vision 2045', which identified the purpose of education in response to changes in the future, were considered. Furthermore, the teleology of education of John White, a British educational philosopher, was contemplated. As a result, the purpose of education for the future society is considered to be changing toward the well-being of society and individuals, and efforts such as the development of a well-being subject are being made in various countries for this purpose. While several a number of strategies are possible for the implementation of well-being education in Korea, this study argues that the easiest way is to strengthen home economics education that already exists as a subject. In addition, the main value of home economics education as an essential subject in the with-/post-Covid-19 era is evaluated to lie in the fact that this subject helped society and individuals cultivate diverse competencies necessary to pursue well-being. Finally, this study suggests a conceptual framework necessary to develop a discourse on home economics education as 'happiness and well-being education.' Additionally, a conceptual framework describing the unique thinking and execution process that learners will represent in the course of learning of home economics that implements well-being education is suggested. In the follow-up studies, it is expected that the discourse on well-being education in home economics education will be verified by empirical studies.

이 연구는 위드/포스트 코로나 시대에 가정과교육이 필수 교과로서 어떤 가치를 표방하여 필수교과로 자리매김할 수 있는가를 규명하고, 미래의 발전 방향을 제시하는데 목적을 두었다. 이를 위해 우선 위드/포스트 코로나시대로 상징되는 미래 사회의 변화를 문헌 고찰을 통해 진단했다. 또, 미래 변화에 대응하는 교육의 목적을 규명한 'OECD교육 2030' 프로젝트와 한국의 '교육비전 2045'를 고찰했다. 또, 영국의 교육철학자인 White의 교육 목적론을 고찰했다. 그 결과, 미래사회의 교육 목적은 사회와 개인의 웰빙으로 변화하고 있고, 이같은 교육 목적의 실현을 위해 웰빙 과목의 개발과 같은 노력을 여러 국가들에서 수행하고 있음을 알 수 있었다. 우리나라에서 웰빙교육을 실행하기 위해서는 여러 가지 실행전략이 가능하지만, 가장 손쉬운 전략은 이미 교과로 존재하는 가정과교육을 강화하는 방안으로 제시했다. 또 위드/포스트 코로나 시대에 가정과교육이 필수교과로서 가지는 주요 가치는 사회와 개인이 웰빙을 추구하는데 필요한 다양한 역량을 함양시켜 주는 교과라는 점에 있다고 규명했다. 이것은 가정과교육에서 다루는 교육내용은 'OECD교육 2030'에서 웰빙의 기준이 된 OECD의 BLI 를 거의 모두 반영하고 있기 때문이다. 또, 전통적으로 가정교과가 '삶 중심의 생활교과'이며, 동시에 삶의 질 향상을 통해 개인 및 가족의 행복을 추구하기 위한 '행복추구역량'을 함양해 온 행복 교과의 성격을 가져왔기 때문이다. 마지막으로, 이 연구는 '행복 및 웰빙교육'으로서의 담론을 발달시켜 가는데 필요한 가정과교육의 이론적 개념틀을 개발하여 제시했다. 또 웰빙교육을 실행하는 가정과의 학습과정에서 학습자가 나타내게 될 고유한 사고 및 실행 과정을 나타내는 이론적 개념틀을 개발하여 제시했다. 추후 연구에서는 이같은 가정과의 웰빙교육의 담론이 더 많은 경험적 연구로 검증되기를 기대한다.

키워드

참고문헌

  1. Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York: Free Press.
  2. Choi, S. D., Kim, J. S., & Choi, D. S. (2020). 해방 100년, 혁신적 포용국가 실현을 위한 대한민국 교육체제의 대전환 방안 [100 years of liberation, great transformation plan for Korea's Education System to realize an innovative and inclusive nation] (No. 20-62-01). Sejong: National Research Council for Economics, Humanities and Social Sciences.
  3. Choi, S. J., Kim, E. Y., Kim, H. J., Park, K. Y., Park, S. W., Lee, S. E., & Chang, A. M. (2019). A study on the OECD Education 2030 project: Implementation strategies of future-oriented competency-based education (No. RR 2019-06). JinCheon: Korean Educational Develpoment Institute.
  4. Choi, S. J., Lee, J. D., Kim, E. Y., Kim, H. J., Paik, N. J., Kim, J. M., & Park, J. H. (2017). A study on OECD Education 2030 project: Analyzing validity of OECD competencies framework and exploring practices of competency-based education in South Korea (No. RR 2017-18). Jincheon: Korean Educational Develpoment Institute.
  5. Gu, N. H., Lee, J. Y., & Chang, I. Y. (2020). Exploring of Bronfenbrenner's the ecology of human development and applying its theoretical model to physical education. Korean Journal of Convergence Science, 9(3), 1-35. doi:10.24826/KSCS.9.3.1
  6. Guillen, M. F. (2020). 2030 축의 전환: 새로운 부와 힘을 탄생시킬 8가지 거대한 물결 [2030: How today's biggest trends will collide and reshape the future of everything]. (J. H. Woo, Trans.). Paju: Leadersbook(Woongjin thinkbig). (Original work published 2020).
  7. Han, H. R., & Lee, J. M. (2018). A study on the latent growth curve modeling of the adolescent's subjective happiness: Focused on Alderfer's ERG theory. Journal of Families and Better Life, 36(1), 103-117. doi:10.7466/JKHMA.2018.36.1.103
  8. Hong, J.-H., & Yoo, J.-B. (2016). White's well-being education: The relationship between desire, worthwhileness, and knowledge. The Journal of Curriculum Studies, 34(3), 51-67.
  9. Jeong, J. W. (2013). The influence of home economics education on middle school students' subjective happiness: With priority given to the unit 「understanding of youth」. Unpublished master's thesis, Jeonju University, Jeonbuk, Korea.
  10. Jo, S. M. (2012). The effects on the prosocial behaviors in instruction of the unit, 「caring of family」 of technology & home economics education in high school. Unpublished master's thesis, Jeonju University, Jeonbuk, Korea.
  11. 관계부처합동 [Joint Ministries] (2020). 인공지능시대 교육정책과 핵심과제: 대한민국의 미래 교육이 나아가야 할 길 [Artificial intelligence era the direction of education policy and key challenges]. Sejong: Author.
  12. Jung, C.-M. (2013). The concept of a well-being as an aims of education: Focused on a communitarian idea. Philosophy of Education, 51, 149-171. doi:10.22918/pesk..51.201312.149
  13. Kim, H.-B. (2009). The integral interpretations of the concept of well-being and their educational implications. The Korean Journal of Philosophy of Education, 44, 23-43. doi:10.15754/jkpe.2009..44.002
  14. Kim, H.-B. (2014). The change of conception of well-being in White's view. The Journal of Moral Education, 26(3), 215-235. https://doi.org/10.17715/jme.2014.12.26.3.215
  15. Kim, H. H. (2020). 미래.공생교육: 코로나 이후의 미래교육 [Future and Symbiosis Education: Future Education after COVID 19]. Seoul: Sallimteo.
  16. Kim, S. G., & Wang, S. S. (2011). Development & the analysis of application effect of middle school HE text teaching-learning lesson plans for character education in cultivating gratitude disposition. Journal of Korean Home Economics Education Association, 23(2), 17-35.
  17. Kim, S. H. (2013). The influence of home economics education on middle students' developing empathy: With priority given to the unit 「understanding of family values」 for middle school. Unpublished master's thesis, Jeonju University, Jeonbuk, Korea.
  18. Lee, D.-H. (1994). 교육정의론 [Arguments for Educational Justice]. Seoul: Goryeowon.
  19. Lee, J.-H., & Im, B. (2014). Education for work pertinent to personal well-being - On the basis of a vision of activity society. The Journal of Korean Educational Idea, 28(2), 41-65. doi:10.17283/jkedi.2014.28.2.41
  20. Lee, J.-Y., & Chung, M. K. (2021). An analysis of Practical arts curriculum in terms of well-being of OECD 'education 2030' project -Focused on the field of home life-. Journal of Korean Practical Arts Education, 34(4), 43-63. doi:10.24062/kpae.2021.34.4.43
  21. Lee, M. S. (2004). Looking at well-being in terms of lifestyle: Healthy or trendy?. Korean Journal of Human Ecology, 13(3), 477-484.
  22. Lee, S. E. (2019). Characteristics of a new competency education framework in OECD education 2030 project and its implication to Korea's 2015 revised curriculum. Korean Journal of Comparative Education, 29(4), 123-153. doi:10.20306/kces.2019.29.4.123
  23. Lyubomirsky, S. (2010). How to be happy: 행복도 연습이 필요하다 [The how of happiness: A scientific approach to getting the life you want]. (H. K. Oh, Trans.). Seoul: Jisiknomad. (Original work published 2007).
  24. Ministry of Education (2011). Practical arts(technology and home economics), (Publication No. 2011-361, Separate volume 10). Seoul: Author.
  25. Ministry of Education (2015). Practical arts(technology and home economics), (Publication No. 2015-74, Separate volume 10). Sejong: Author.
  26. Ministry of Education (2019, October 23). Korea-OECD International education conference opening. News Article, pp. 1-33.
  27. MunHwa Ilbo (2020, May 4). 19 new trends in the post-covid-19 era. MoonHwa Ilbo. Retrieved From http://www.munhwa.com/news/view
  28. National Institute of the Korean Language (2021). 우리말샘. '웰빙' [Woorimalseam. 'well being']. Retrieved from https://opendic.korean.go.kr/search/searchResult?focus_name_top=query&query=%EC%9B%B0%EB%B9%99
  29. OECD. (2020). How's life? 2020: Measuring well-being-highlights, March 2020. Retrieved From http://www.https:oecdbetterlifeindex.org/#/11111111111
  30. OECD. (2021). OECD future of education and skills 2030: Concept note OECD learning compass 2030. Retrieved From http://www.oecd.org/education/2030-project/teaching-and-learning-compass-2030//OECD_Learning_Compass_2030_concept_note.pdf
  31. Oxford Learner's Dictionaries (2021). 'Well-being'. Retrieved From https://www.oxfordlearnersdictionaries.com/definition/english/well-being?q=well+being
  32. Park, Y. J., & Woo, M. S. (2021). An analysis of the impact of educational activities on student well-being: From the eudaimonic perspective. Journal of Learner-Centered C urriculum and Instruction, 21(4), 1457-1479. doi:10.22251/jlcci.2021.21.4.1457
  33. Park, Y. S., & Glenn, J. (2020a). 세계미래보고서 2021: 포스트코로나 특별판 [World future report 2021: Post-covid special edition]. Seoul: Bussiness Books.
  34. Park, Y. S., & Glenn, J. (2020b). 세계미래보고서 2035-2055 [World future report 2035-2055]. Seoul: Kyobomungo.
  35. So, K. H. (2015). Things intended and realized in the 2013 revision of the national curriculum in England: Significance and limitation. The Journal of Curriculum Studies, 33(3), 199~220. https://doi.org/10.15708/kscs.33.3.201509.009
  36. Wang, S. S. (2016). An exploratory study on the direction of home economics education associated with the future social change: Focusing on the new recognition of the characteristic as the subjects for life and happiness. Journal of Korean Home Economics Education Association, 28(3), 17-32. doi:10.19031/jkheea.2016.09.28.3.17
  37. Wang, S. S. (2021a). 가정 교과교육론: 교육과정.수업.평가.기록의 시스템화 이해 중심 [Educational theory of home economics subject: Focused on understanding systematized of curriculum.instruction.evaluation.record]. Seoul: DodoBooks.
  38. Wang, S. S. (2021b). In the with/post-COVID era, the role and future direction of home economics education -Discourse of 'well-being education' centered on 'OECD education 2030' and J. White's view of 'well-being'-. Proceedings of the 2021 Spring Korean Home Economics Education Association Conference (pp. 23-53). Seoul: Korean Home Economics Education Association.
  39. Wang, S. S., & Kim, S. G. (2010). Character education and application for cultivating gratitude disposition and caring in home economics education. Proceedings of the 2010 Summer Korean Home Economics Education Association Conference (pp. 133-159). Seoul: Korean Home Economics Education Association.
  40. Wang, S. S., & Kim, S. G. (2011). The character education of home economics education focus on gratitude and caring. Journal of Korean Practical Arts Education, 17(1), 117-142. https://doi.org/10.17055/jpaer.2011.17.1.117
  41. Wang, S. S., Kwon, Y. J., Kim, J. W., & Chung, M. K. (2011). Curriculum development (draft) in the field of home economics education for Technology and Home economics subjects according to the 2009 revised curriculum. In 2011' Practical arts(Technology.Home economics subject) curriculum revision plan study 1st workshop materials collection (pp. 70-91). Seoul: Korea Institute for Curriculum and Evaluation.
  42. White, J. (2009). 교육목적론 [Education and the Good Life]. (J. H. Lee, & H. B. Kim, Trans.). Seoul: Hakjisa. (Original work published 1990).
  43. White, J. (2014). 잘삶의 탐색: 학교교육의 새로운 목적 [Exploring Well-Being in Schools]. (J. H. Lee, & H. B. Kim, Trans.). Paju: Kyoyookkwahaksa. (Original work published 2011).
  44. Woo, M. S. (2020). Educational growth of innovation middle school students in gyeonggi-do: Focusing on competencie. Journal of Learner-Centered Curriculum and Instruction, 20(20), 641-663. doi:10.22251/jlcci.2020.20.20.641
  45. Yoo, H.-J. (2006). Consumer consciousness toward well-being trend and well-being behaviors. Korean Journal of Human Ecology, 15(2), 261-274.
  46. Yoo, J. B. (2001). Hirst's social practices view of education and the curriculum content. The Korean Journal of Philosophy of Education, 25, 73-89.
  47. Yoo, J. B. (2004). Rationalistic liberal education: An educational and christian critique. 신앙과 학문 [Faith and Disciplines], 9(1), 241-266.
  48. Yoo, J. B. (2006). Hirst's practical reason and education. The Korean Journal of Philosophy of Education, 36, 65-82.
  49. Yoo, J. B. (2013). White's view on education for well-being. The Journal of Moral Education, 25(3), 83-105. https://doi.org/10.17715/jme.2013.12.25.3.83