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韓國農村社會와 大學社會敎育의 適合性에 關한 硏究

Title
韓國農村社會와 大學社會敎育의 適合性에 關한 硏究
Other Titles
(A) study on the social education programs of selected universities in Korea and its relevance to Korean rural society
Authors
盧豊子
Issue Date
1974
Department/Major
교육대학원 사회과교육전공일반사회교육분야
Keywords
농촌사회대학사회교육적합성
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
우리나라는 開發途上國에 있는 國家로서 社會는 급속한 變化를 하고 있다. 이와같이 變動하는 社會에서는 社會構成員이 급속한 變化에 適應하기 어려우므로 學校敎育을 보충하기 위하여 매스컴이나 각종 自發的인 社會團體들이 “社會敎育”을 추진하고 있다. 最近 10여년 동안 大學生들이 參與한 農村 社會敎育活動도 이상과 같은 社會團體 못지 않게 중요한 社會敎育活動의 일면을 담당하고 있다. 그러나 이러한 大學生들의 社會敎育活動은 계속적이기 보다는 일시적이고 대부분 大學自體의 參與가 아니라 主로 大學生들의 參與이므로 活動內容이 산발적이고 大學의 專門性이 없다. 또 地域社會 住民들에게는 都市人과의 생활격차에서 오는 열등감, 도시동경 등 정신적 갈등을 느끼게 하였으며 都市의 退廢的인 風潮가 農漁村에 소개되기도 하였다. 國家發展은 農業增産 및 農業生産價格保障 등의 農業發展이 이룩되지 않고서는 어렵다. 社會의 要請에 의하여 設立된 學校敎育은 社會의 要請이 달라지면 敎育의 役割도 달라져야 할 것이다. 經濟的으로 文化的으로 敎育的으로 社會的으로 落後된 農村地域의 發展을 위하여 이제는 大學이 社會敎育機關의 일환을 담당하여야 할 것이다. 그러므로 이 硏究에서는 大學의 社會敎育機關으로서의 役割을 硏究하는 한 方案으로 大學의 定規的인 敎育課程에 도입된 農村社會敎育 프로그램과 大學의 定規的인 敎育課程에 包含되지 않은 自律的인 農村社會敎育 프로그램이 農村社會에 얼마나 적합성을 가지고 있는가를 分析하였다. 우선 大學의 定規的인 敎育課程에 도입된 社會敎育 프로그램의 貢?과 問題點을 要約하여 評價하면 다음과 같다. 大學의 農村社會活動 프로그램을, 첫째, 과거 大學의 機能인 敎育, 硏究 이외에 奉仕의 일면을 담당하면서 大學의 社會에 대한 機能을 擴張시킴으로서 大學에 貢獻하였고, 둘째, 學生들에게는 제한된 理論만의 敎育으로부터 배운것을 실제로 활용할 수 있는 기회를 갖게 함으로서 學生들에게 貢獻하였고, 셋째, 地域社會住民들에게는 敎育活動 및 組織活動 등이 地域社會의 敎育水準을 높이는데 貢獻하였다. 그러나 이들 學生들의 社會敎育活動은 敎育活動自體보다도 學點과의 관련 때문에 몇가지 問題點을 가지고 있는 바, 첫째, 學生들은 社會敎育活動前에 準備敎育을 받지마는 실제 社會敎育프로그램이 地域特性에 豫想外로 다양하게 변하기 때문에 學生들은 結果的으로 活動에 충실하지 못한 경우가 가끔 있고, 둘째, 대부분의 社會敎育을 충실하지 못한 경우가 가끔 있고, 둘째, 대부분의 社會敎育을 수강하는 學生들의 目的은 根本的인 奉仕自體보다도 學點取得이므로 定規敎育課程에 包含되지 않는 自律的인 社會敎育活動에 參與하는 學生들 보다 奉仕的인 精神姿勢가 부족하고 活動에도 대개는 積極的이지 못하다. 셋째, 地域住民들은 社會敎育活動에서 所得增大活動 프로그램을 원하고 있으나 現在는 이에 크게 貢?하지 못하고 있는 것 같다. 다음으로 大學의 定規敎育課程에 包含되지 않은 自律的인 社會敎育 프로그램을 分析 要約하겠다. 첫째, 學校와 學生 및 地域社會에 貢獻한 점으로는 地域社會를 위한 大學의 奉仕機能의 一面을 스스로 담당함으로서 大學에 貢獻하였고, 둘째. 學生들은 學校에서 배운 理論을 실사회에 적용하는 것은 물론 他人을 위하여 무슨일을 할 수 있나 하는 奉仕精神을 알게됨으로서 學生의 經驗을 擴張시켰고, 셋째, 地域社會주민들의 敎育水準을 높여주었음은 물론 所得增大活動을 하도록 권고 또는 동기를 만들어 줌으로서 地域社會에 貢獻하였다. 問題點으로는 봉사대원들을 활동전에 敎育할 機關이 準備되어 있지 않고, 둘째, 指導敎授의 參與가 적어서 학생들이 現地에서 당면하는 問題를 처리하는데 어려움을 느낀다. 끝으로 이 硏究는 이 方面의 硏究에 관심있는 學生들을 위하여 다음과 같은 몇 개의 시사가 必要하다. 즉, 大學生들이 農村社會敎育 프로그램이 農村地域社會에 얼마나 적합하게 진행되고 있는가를 살펴보았으나 地域社會에 미치는 영향은 地域社會現況을 調査하지 않고 地域住民들에게 설문조사와 面接을 통하여 하였다. 그러나 질문이나 面接보다 各種 統計資料를 통한 地域社會 自體의 實態를 調査할 것이 必要하다. 또 이 論文은 아직도 形成過程에 있는 大學의 社會敎育을 위하여 다음과 같은 중요한 意義를 가질 것이다. 첫째, 農村地域에서 社會敎育活動을 現在 實施하고 있거나 앞으로 도입하려고 하는 大學에서 社會敎育 프로그램이 農村實情에 더 適合하게 計劃되고 실시되도록 하는데 도움이 될 것이다. 둘째, 農村地域社會 社會敎育活動에 參與하려는 大學生들이 社會敎育活動 프로그램을 위하여 敎育 및 活動內容 등의 計劃을 세우는데 도움이 될 것이다. 세째, 이제까지 農村地域에서의 社會敎育活動을 定規敎科課程에 도입하여 실시하였다 大學이나 또는 定規敎科課程에 도입하지 않고 學生들의 自律的인 社會敎育活動을 實施하여 온 大學生들이 自體內의 社會敎育 프로그램을 分析하고 評價하여 計劃하는데 도움이 될 것이다.;Society in Korea, as in any developing country, has been experiencing its rapidly changing progress. Accordingly, for this social phenomenon, both mass communication authorities and various voluntary social organizations are promoting "social education" for replenishment of the regular curriculum of colleges, because it has been found that the regular curriculum alone seems to be quite inadequate for members of society to adjust to the rapidly changing society. Recently college students' participation of social education activities for the last ten years in rural society of Korea has played significant roles in the social education activities comparable to the above organizations. These students' social education activities however, have seemed rather temporary, not as continuous, regular activities, and mainly voluntary students' participation other than university authority participation on the social education activities. Therefore the substance of students' activities are thought to be sporadical and an unprofessional characteristic of the university itself. And besides to the rural residents in the regions participated by the college students, because of the gap between urban and rural societies, urban university students' field activities have made rural residents fee1 some inferiority. Aspiration for city life and tendency toward luxurious life or spiritual discontent and even urban decadent trends are disseminated among the rural folk including the yonger generation. Economic progress of a country is beyond attainment without agricultural development such as an increased yield and government guaranty of agricultural produotion cost. So schooleducation which is established in compliance with our society's request should change its role to meet the needs of that society. Now, to expedite the development of the rural society fallen behind economically, sducyationally, culturally and socially, college should take a role of social education organizations. In this study, for a device to study the university roles as a social education institution, both rural social education program which is installed into the regular curriculum of the selective universities in Korea and self-regulating reral social education program which is not installed into the regular curriculum of the other universities, are analyzed as to how far these are relevant to our Korean rural society. First of all, its evaluation on the contribution and the problems of social education program which is installed into the regular curriculum of the university is presented in brief as follows; 1) The past functions of a university, such as playing a role in education, study and even public services has contributed to expand the functions of the university. 2) Making the most of these opportunities to practice students learning from their theoretical education at university was given to the students. 3) These students' educational and systemic activities were contributed to raise the educational level of the people in the community. But as one bad aspect, which are the problems of social education program, 1) even though will-be participants of social education activities are given preparatory education on their activities in detail prior to their actual participation, participating students might have little occasions to gain substantially in their rural activities, because of the flexibility of their social education program resulting from rural characteristics. 2) The majority of the participants in social education in the regular curriculum in some selective colleges are tending to get only their good academic credits recognized on the performance of such activities other than their basic social services for rural development, therefore these students have mainly in principle the tendency to lack the mental attitude for social services and not to have positive attitudes for social development compared with the attitude of those voluntary participant's from the other colleges for whem social education activities are not installed into their regular curruculum. 3) The rural residents have a general wish for their rural income to increase through the university students' activities; however, the students' activities so far are believed to result in poor effects for the rural society. On the other hand, the major findings of the analysis and study on self-regulating social education program in other universities which curriculum are not installed into it are as follows : 1) They have played some significant roles of. roral services functions of universities for rural development. 2) These students made opportunities not only to learn how to apply their theoretical knowledges studied at the universities to practical society, but also to realize their rural service spirits on what to do for other people. 3) They were helpful to make opportunities for the rural resident to improve the education level of the residents, and needless to say, they advise and provide beneficial motives to increase their income by more activities. But one of the bad aspects is that there are no formal institutions to educate or train these participants for rural service activities. And besides, there is a lack of teacher's guidance in the college students' activities. So these students have to face something difficult problems in their activities. As a whole, this study presents only a few suggestions for those students who are interested in this field as mentioned below : That is, this is a study that the university students searched on how education in rural society serves that society. And they had done it only by conducting surveys and interviewing residents, not studying on the present conditions in regional society. But it is found more necessary to attempt to look into the state of statistical materials than mere survey or interview. Finally, this study has a deep significance for the formation of social education of the university which is still developing as follows in brief : 1) The universities on which social education program is underway or is going to be introduced in the future will be assisted to be more relevant to their antivities for community development by social education activities in rural society to plan and execute it. 2) The university students who wish to take part in social education activities in rural regional society will assist themselves in education or contents of activities planned for the program of social education. 3) Both the universities which introduce the social education activities in rural society to the regular curriculum and the students who did not introduce it to the regular curriculum but had done it with self-regulated education activities, will help themselves to analyse and comment mutually on the social education program.
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