자유교육으로서 직업교육의 가능성에 관한 연구 －듀이적 교육관을 중심으로

초록

Digression in views of vocation largely influences the purpose and process of vocational education. With taking the aims of vocational education, Snedden emphasizes the bureaucratic and utilitarian efficiency, while Dewey seriously focused his attention on the educational efficiency of enabling learners to determine their vocational fates for themselves. Getting into the present century, the nature of works is significantly altered and complicated, and accordingly, it becomes necessary to newly establish a reasonably liberal view of vocation. The vocational view may be refined so deep and inclusive that one could understand, accommodate and properly control the variety and potentialities of the changing vocational world. This is continuous with the Deweyan view of vocational education. That is, the clue of escaping the present educational difficulties is to progressively and liberally restructure the method and contents of instruction in schools by utilizing various forms of social vocational callings as educational materials such that their intellectual and moral bearings could show themselves. The required educational restructuring is not to directly represent the existent industrial conditions in order that students make specialized vocational preparations, but to employ such conditions as learning materials while richly flourishing meanings of school life and liberating the spirit of students. The liberal vocational education should not be considered as means of securing future specialized professions, or perpetuating the existent social regime. It may involve acquiring the historical knowledge of the present problematic situations, scientifically training the needed technical and intellectual skills, and studying and discussing economical, civic, and political issues concerning the problems of the times.

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