2022 개정 교육과정 구성 방향으로서 ‘삶과 연계된 깊이 있는 학습’ 의미의 비판적 고찰

초록

The 2022 revised curriculum presents in-depth learning that is linked to life. In this study, I criticize the underlying assumption that learning and life are distinct domains. To solve this problem, the relationship between learning and life was examined in terms of experience and narrative with a focus on Dewey and Bruner‘s pedagogical discussions. It was found that the growth of experience through learning occurs continuously throughout life, and this process is continuall constructed through narratives. Therefore, the 2022 revised curriculum requires an approach that examines true learning from the perspective of life itself. However, serious problems arise from the wording used to describe the 2022 revised curriculum’s orientation. The expression ‘learning connected to life itself’ presupposes a separation between the two, creating a false dichotomy and a source of misunderstanding. To resolve concerns about such misunderstandings, this study examines the relationship between learning and the meaning of life as discussed in the context of pedagogy. It concludes that in-depth learning linked to life, as envisioned by the 2022 revised curriculum, should first focus on the totality of life and learning. In-depth learning can be understood as a process of self-verbalizing concepts invented by structuring various aspects of life with order and rules, and learners should be able to apply these experiences to their lives by shaping them into their own narratives. Ultimately, the meaning of learning and life can be better revealed when interpreted as an integrated process of problem-solving while forming an experience that transforms meaning into a narrative (moving from life to learning and from learning to life), rather than as separate domains requiring connection. This can be seen as an anchor point at which teachers’ expertise is inevitably required in the process of implementing the curriculum.

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