평생교육의 접속

머리말 / 3

제1부 학문 및 국가정책과 접속: 평생교육의 진전과 과제

제1장 교육에 관한 사유와 교육 실천의 대전환 ·································17
1. 학교 중심 공교육체제에서 사람 중심 평생공교육체제로 전환 ··········18
2. 인문교육과 직업교육의 분리체제에서 통합체제로 전환 ·················20
3. 성공의 결과를 중시하는 교육체제에서 시행착오의 과정을 중시하는 교육체제로 전환 ·22
4. 교과내용의 숙지를 중시하는 교육체제에서 교과내용의 생성 및 활용을 중시하는 교육체제로 전환 ····································24
5. 사각지대가 남아 있는 교육체제에서 촘촘한 망으로 연결된 교육체제로 전환 ············26
6. 생애 초기로 한정하는 기초교육체제에서 전 생애에 걸친 기초교육체제로 전환 ·········29
7. 교육 참여 이력의 분절적 관리체제에서 통합적 관리체제로 전환 ······31
8. 사람 중심의 교육체제에서 사람과 자연이 어우러지는 교육체제로 전환 ····················33
9. 교육부 단독 교육사업 관리체제에서 교육사업 총괄 관리체제로 전환 ·· 35
10. 지방자치의 교육행정과 일반행정 분리체제에서 통합체제로 전환 ·····37

제2장 학문과 국가정책에서의 평생교육 ··········································41
1. 교육학과 교육 ······························································41
2. 교육과 평생교육 ···························································44
3. 국가정책과 평생교육 ······················································46
4. 국가정책에서의 평생교육 ··················································48
5. 교육학과 국가정책에서의 평생교육 ·······································50
6. 타 학문과 국가정책에서의 평생교육 ······································53
7. 지역에서 평생교육 활성화를 향하여 ······································55

제3장 평생학습도시의 지속 가능한 발전 방향 및 과제 ·······················59
1. 도시의 모든 부문에서 역량 있는 사람이 필요하다. ·····················59
2. 도시의 모든 부문에서 교육에 주목하되, 현실적으로 관심의 비중에는 차이가 있다. ···61
3. 도시 발전의 관건은 역량 있는 사람의 충원과 향상이다. ···············63
4. 도시에서 학습은 전체적으로는 중단되지 않는다. ························65
5. 도시에서 학습을 방해받고, 학습하는 데 소외되는 주민이 있다. ·······68
6. 도시에서 학습참여체제를 관리하는 것이 지속 가능한 발전의 비결이다. ···················70
7. 도시에서 주민의 품격을 높이는 것이 지속 가능한 발전의 과제다. ····72

제4장 변화된 평생교육 조례 제정을 통해 보는 평생교육 지역화 ············75
1. ｢평생교육법｣에서 규정한 임무 ···········································75
2. ｢지방자치법｣에서 규정한 사무 ···········································78
3. 평생교육진흥에 관한 조례 ················································80
4. 변화된 조항의 조례 반영 과제 ············································83
5. 평생학습의 지역화 ·························································85
6. 동네배움터 평생학습의 방향 ··············································87

제5장 평생교육사의 역할 및 비전 ················································91
1. 평생교육사의 분화 ·························································91
2. 평생교육사의 역할 ·························································93
3. 유목민의 이미지 ···························································96
4. 최전선의 이미지 ···························································98
5. 교육 주체로 호명하는 자 ················································100
6. 교육을 매개로 기억을 생성하는 자 ······································103
7. 교육의 흐름을 원활하게 하는 전문가 ···································105

제2부 지역(마을)과 접속: 평생교육담론의 생성과 과제

제6장 지역에서 하나의 흐름, 교육 ··············································111
1. 실천으로 이어가는 생각 ··················································112
2. 몸으로 이어가는 정신의 건강 ············································114
3. 익힘으로 완결되는 배움 ··················································115
4. 학습한 것을 나누는 교수 ················································118
5. 성숙의 길을 함께 열어가는 동행 ········································120
6. 타인의 삶을 향한 탐구와 기도 ··········································122
7. 세계로 이어가는 지역의 사유 ············································124

제7장 긴 호흡으로 이루어 나가는 평생학습마을공동체 ······················127
1. 평생학습도시에서 평생학습마을로 ·······································127
2. 평생학습마을을 평생학습공간으로 ·······································130
3. 평생학습마을에서 주민들의 관계를 평생교육을 위한 관계로 ··········132
4. 평생학습마을살이를 평생학습문화로 ·····································135
5. 학습의 막힘을 풀어나가는 길 ············································137
6. 공간, 관계, 문화의 재검토 ···············································140
7. 시간 인식의 전환 ·························································142

제8장 지속 가능한 평생학습마을공동체의 전제와 조건 ······················147
1. 마을공동체 비전의 공유 ··················································148
2. 교육에 대한 안목의 함양과 증진 ········································150
3. 학습의 일상화 ····························································152
4. 학습의 체계화 ····························································155
5. 학습의 연계ㆍ융합화 ·····················································157
6. 다양성의 존중과 활용 ····················································160
7. 상생하는 대화 ····························································162

제9장 마을공동체 이해하기: 나와 너의 마을! 우리 마을! ····················167
1. 마을의 호출 ·······························································167
2. 공동체의 호출 ····························································170
3. 선의에 대한 기대와 현실 ················································172
4. 서로 다름에서 출발 ······················································174
5. 대화로 푸는 불편 ·························································176
6. 차이 나는 반복 ···························································179
7. 존재 수준 향상 실험 ·····················································181

제3부 미래 의제와 접속: 모두를 위한 평생교육의 방향과 과제

제10장 미래사회 대비 지역 평생교육 프로그램 개발 ·························187
1. 지역평생교육의 모습 ·····················································187
2. 지역에 관한 관심 ·························································190
3. 각자의 관심에서 우리의 관심으로 ·······································192
4. 지역 자치 ·································································194
5. 지역 의제 ·································································196
6. 역량의 향상과 수렴 ······················································198
7. 프로그램 개발의 연쇄 ····················································201

제11장 디지털 전환과 회복력을 위한 리더십: 모두를 위한 양질의 평생교육 ··············205
1. 시대적 요청으로서 디지털 전환 ·········································205
2. 아날로그와 디지털 사이 ··················································207
3. 차이를 차별로 이어가지 않는 성찰 ······································208
4. 삶의 현장에서 나타나는 편차 ············································210
5. 학습과 교수의 재검토 ····················································212
6. 교육에서 양질의 평생교육으로 ··········································213
7. 삶의 회복력 향상에 조력하는 리더십 ···································215

제12장 인구 문제의 오해와 대안 ·················································219
1. 인구 감소를 문제로 보는 맥락 ··········································219
2. 인구 감소를 막는 정책 ···················································221
3. 한국인이라는 정체성 ·····················································224
4. 인구 감소를 수용해야 하는 시대 ········································226
5. 관계 인구 늘리기 ·························································228
6. 상생하는 느슨한 연대 ····················································231
7. 통합적인 지원행정 ························································233

제13장 평생학습기본권리로서 노년교육 참여 ··································237
1. 기본권으로서 평생학습권 ·················································237
2. 평생학습권의 법적 맥락과 학문적 맥락 ·································240
3. 교육의 맥락에서 노년 이해 ··············································242
4. 노년이 학습자와 교수자로 참여하는 교육 ······························244
5. 노년을 주제로 다루는 교육 ··············································247
6. 노년교육 관련 상담 및 컨설팅 ··········································249
7. 길을 먼저 열어가고 후세대를 맞이하는 위치에서 ······················252

참고문헌 ······································································255
찾아보기 ······································································263