‘21세기는 공동체 시대’로 예언한 프랑스 사회학자 마페졸리(Maffesoli, 2004)의 말처럼 최근에 ‘공동체’가 화두로 떠오르면서 공동체의 발원지로서 ‘마을’이 주목받고 있다. 신자유주의 하에서 개인화, 도시화, 파편화 된 우리의 삶을 ‘가치 있는 삶’으로 되살리고, 공동체를 복원해야 한다는 목소리가 힘을 얻으면서 마을이 그 출발 지점이자 중심지가 되어야 한다고 인식했기 때문이다. 이 연구는 평생교육이 거주지 중심의 마을 단위로 확산되고 활성화를 꾀하고 있는 시점에서 마을평생교육에 대한 체계적이고 실천적인 접근이 필요하다는 인식하에 마을평생교육지도자들이 마을평생교육 활동을 통해 겼었던 일련의 체험과정을 그려내고 그 가운데 학습과 교육적 경험을 발견하고자 했다. 연구문제는 첫째, 마을평생교육지도자들은 어떠한 삶을 살아왔는가? 그들은 마을평생교육에 참여하면서 주민들과 어떠한 관계를 맺으며, 삶을 고민하고 성장하면서 발전적인 마을을 만들어가고 있는가? 둘째, 마을평생교육지도자의 마을평생교육 경험 및 성장의 과정에서 나타나는 공통적인 특징이나 삶속에 내재하는 공통된 의미가 있는가? 셋째, 세 마을의 사례에서 마을평생교육 실천 전략은 무엇인가? 그 전략들은 어떤 단계나 과정에서 구사되고 있는가? 이다. 본 연구 목적을 달성하기 위해 사용된 연구방법은 생애사 방법을 근간으로 ...
‘21세기는 공동체 시대’로 예언한 프랑스 사회학자 마페졸리(Maffesoli, 2004)의 말처럼 최근에 ‘공동체’가 화두로 떠오르면서 공동체의 발원지로서 ‘마을’이 주목받고 있다. 신자유주의 하에서 개인화, 도시화, 파편화 된 우리의 삶을 ‘가치 있는 삶’으로 되살리고, 공동체를 복원해야 한다는 목소리가 힘을 얻으면서 마을이 그 출발 지점이자 중심지가 되어야 한다고 인식했기 때문이다. 이 연구는 평생교육이 거주지 중심의 마을 단위로 확산되고 활성화를 꾀하고 있는 시점에서 마을평생교육에 대한 체계적이고 실천적인 접근이 필요하다는 인식하에 마을평생교육지도자들이 마을평생교육 활동을 통해 겼었던 일련의 체험과정을 그려내고 그 가운데 학습과 교육적 경험을 발견하고자 했다. 연구문제는 첫째, 마을평생교육지도자들은 어떠한 삶을 살아왔는가? 그들은 마을평생교육에 참여하면서 주민들과 어떠한 관계를 맺으며, 삶을 고민하고 성장하면서 발전적인 마을을 만들어가고 있는가? 둘째, 마을평생교육지도자의 마을평생교육 경험 및 성장의 과정에서 나타나는 공통적인 특징이나 삶속에 내재하는 공통된 의미가 있는가? 셋째, 세 마을의 사례에서 마을평생교육 실천 전략은 무엇인가? 그 전략들은 어떤 단계나 과정에서 구사되고 있는가? 이다. 본 연구 목적을 달성하기 위해 사용된 연구방법은 생애사 방법을 근간으로 질적 연구의 참여관찰과 심층면담, 구술면담, 문서분석을 실시하였다. 연구 참여자는 목적표집 기준에 의해 선정된 세 명의 마을평생교육지도자이며 이들은 공통적으로 자신이 거주하는 마을에서 마을평생교육 활동을 5년 이상 추진해오고 있는 자들이다. 연구문제를 중심으로 연구 결과를 요약하면 다음과 같다 첫째, 세 명의 마을평생교육지도자들은 성장기 경험, 마을평생교육 활동을 하게 된 계기, 그리고 평생교육을 통한 공동체 형성과정에서 겪은 경험은 다양했으나 삶의 지향점은 같았다. 둘째, 마을평생교육지도자들의 삶 속에 내재되어 있는 공통적인 경험의 특징들을 발견할 수 있었다. 셋째, 마을평생교육지도자들이 평생교육 활동을 추진하는 과정은 준비기, 다지기, 확장기로 구분되는 추진단계를 통해 조력자 확보하기, 학습공간과 프로그램 개발하기, 마을 이해하기, 주민간의 신뢰하기, 공동체 확장하기의 다섯 가지 실천전략들이 구사되고 있었다. 세 명의 마을평생교육지도자들이 보여주는 마을평생교육 활동은 ‘함께 살아가는 법을 배우는 것’의 실천이며 ‘정답이 아닌 현답을 찾아가는’ 실천이었다. 학습으로 맺은 주민간의 ‘끈끈한 관계망’을 통해 ‘우리 의식’을 강화시키며 또 다른 실천학습으로 연결시킨다. 나아가 마을평생교육지도자들은 살기 좋은 마을을 만드는데 자신들의 경험을 마을의 지식으로 기꺼이 제공하면서 마을시민으로서의 역할을 감당하고 있다. 마을평생교육지도자들처럼 마을에서 변화의 주역으로 성장해 가고 있는 평생교육활동가들은 매년 증가하고 있다. 이들이 각자의 지역과 마을에서 평생교육 활동을 원활하게 추진하기 위해서는 체계적인 양성뿐만 아니라 효과적인 활동지원 제도가 마련되어야 한다. 또한 마을평생교육이 지속적으로 추진되고 주민과 마을의 성장을 이끌기 위해서는 현재의 마을평생교육지도자 뒤를 이어 활동할 수 있는 제2의 마을평생교육지도자를 발굴, 육성해야 한다. 이 연구는 지금까지 지역평생교육 맥락에서 다루어지던 마을교육을 마을평생교육이라는 관점에서 접근하였기에 마을평생교육에 관한 관련 문헌과 마을 현장이 충분하지 않은 가운데 연구가 진행되었다는 한계점을 가지고 있다. 반면 마을평생교육 사업에 대한 전체적인 흐름 및 과정에 대한 이해를 높임으로써 마을평생교육 전문성 개발에 새로운 통찰력과 전략을 갖도록 기여할 것이다. 또한 마을평생교육지도자의 교육적 경험에 대한 탐색은 그들의 삶에 대한 주관적이고 내면적인 국면을 총체적으로 이해할 수 있게 해 줄 것이며 마을평생교육의 연구를 더욱 활성화시키는 연구 자료로 제공될 수 있을 것이다. 후속연구의 제안으로 우리나라 마을평생교육지도자들의 삶에 나타난 그들의 실천 전략들을 개념화하고 이론화하는 작업이 필요하다. 아울러 마을평생교육지도자에 대한 용어 사용과 연구의 역사는 매우 짧기 때문에 보편적인 용어로서의 타당성에 대한 검증이 요구된다.
‘21세기는 공동체 시대’로 예언한 프랑스 사회학자 마페졸리(Maffesoli, 2004)의 말처럼 최근에 ‘공동체’가 화두로 떠오르면서 공동체의 발원지로서 ‘마을’이 주목받고 있다. 신자유주의 하에서 개인화, 도시화, 파편화 된 우리의 삶을 ‘가치 있는 삶’으로 되살리고, 공동체를 복원해야 한다는 목소리가 힘을 얻으면서 마을이 그 출발 지점이자 중심지가 되어야 한다고 인식했기 때문이다. 이 연구는 평생교육이 거주지 중심의 마을 단위로 확산되고 활성화를 꾀하고 있는 시점에서 마을평생교육에 대한 체계적이고 실천적인 접근이 필요하다는 인식하에 마을평생교육지도자들이 마을평생교육 활동을 통해 겼었던 일련의 체험과정을 그려내고 그 가운데 학습과 교육적 경험을 발견하고자 했다. 연구문제는 첫째, 마을평생교육지도자들은 어떠한 삶을 살아왔는가? 그들은 마을평생교육에 참여하면서 주민들과 어떠한 관계를 맺으며, 삶을 고민하고 성장하면서 발전적인 마을을 만들어가고 있는가? 둘째, 마을평생교육지도자의 마을평생교육 경험 및 성장의 과정에서 나타나는 공통적인 특징이나 삶속에 내재하는 공통된 의미가 있는가? 셋째, 세 마을의 사례에서 마을평생교육 실천 전략은 무엇인가? 그 전략들은 어떤 단계나 과정에서 구사되고 있는가? 이다. 본 연구 목적을 달성하기 위해 사용된 연구방법은 생애사 방법을 근간으로 질적 연구의 참여관찰과 심층면담, 구술면담, 문서분석을 실시하였다. 연구 참여자는 목적표집 기준에 의해 선정된 세 명의 마을평생교육지도자이며 이들은 공통적으로 자신이 거주하는 마을에서 마을평생교육 활동을 5년 이상 추진해오고 있는 자들이다. 연구문제를 중심으로 연구 결과를 요약하면 다음과 같다 첫째, 세 명의 마을평생교육지도자들은 성장기 경험, 마을평생교육 활동을 하게 된 계기, 그리고 평생교육을 통한 공동체 형성과정에서 겪은 경험은 다양했으나 삶의 지향점은 같았다. 둘째, 마을평생교육지도자들의 삶 속에 내재되어 있는 공통적인 경험의 특징들을 발견할 수 있었다. 셋째, 마을평생교육지도자들이 평생교육 활동을 추진하는 과정은 준비기, 다지기, 확장기로 구분되는 추진단계를 통해 조력자 확보하기, 학습공간과 프로그램 개발하기, 마을 이해하기, 주민간의 신뢰하기, 공동체 확장하기의 다섯 가지 실천전략들이 구사되고 있었다. 세 명의 마을평생교육지도자들이 보여주는 마을평생교육 활동은 ‘함께 살아가는 법을 배우는 것’의 실천이며 ‘정답이 아닌 현답을 찾아가는’ 실천이었다. 학습으로 맺은 주민간의 ‘끈끈한 관계망’을 통해 ‘우리 의식’을 강화시키며 또 다른 실천학습으로 연결시킨다. 나아가 마을평생교육지도자들은 살기 좋은 마을을 만드는데 자신들의 경험을 마을의 지식으로 기꺼이 제공하면서 마을시민으로서의 역할을 감당하고 있다. 마을평생교육지도자들처럼 마을에서 변화의 주역으로 성장해 가고 있는 평생교육활동가들은 매년 증가하고 있다. 이들이 각자의 지역과 마을에서 평생교육 활동을 원활하게 추진하기 위해서는 체계적인 양성뿐만 아니라 효과적인 활동지원 제도가 마련되어야 한다. 또한 마을평생교육이 지속적으로 추진되고 주민과 마을의 성장을 이끌기 위해서는 현재의 마을평생교육지도자 뒤를 이어 활동할 수 있는 제2의 마을평생교육지도자를 발굴, 육성해야 한다. 이 연구는 지금까지 지역평생교육 맥락에서 다루어지던 마을교육을 마을평생교육이라는 관점에서 접근하였기에 마을평생교육에 관한 관련 문헌과 마을 현장이 충분하지 않은 가운데 연구가 진행되었다는 한계점을 가지고 있다. 반면 마을평생교육 사업에 대한 전체적인 흐름 및 과정에 대한 이해를 높임으로써 마을평생교육 전문성 개발에 새로운 통찰력과 전략을 갖도록 기여할 것이다. 또한 마을평생교육지도자의 교육적 경험에 대한 탐색은 그들의 삶에 대한 주관적이고 내면적인 국면을 총체적으로 이해할 수 있게 해 줄 것이며 마을평생교육의 연구를 더욱 활성화시키는 연구 자료로 제공될 수 있을 것이다. 후속연구의 제안으로 우리나라 마을평생교육지도자들의 삶에 나타난 그들의 실천 전략들을 개념화하고 이론화하는 작업이 필요하다. 아울러 마을평생교육지도자에 대한 용어 사용과 연구의 역사는 매우 짧기 때문에 보편적인 용어로서의 타당성에 대한 검증이 요구된다.
(Abstract) Under the recognition that systematic and practical approach toward village lifelong education is needed at a time when lifelong education is expanding to the residential areas such as the village and seeking its activation, this study delineates a series of the processes of experience th...
(Abstract) Under the recognition that systematic and practical approach toward village lifelong education is needed at a time when lifelong education is expanding to the residential areas such as the village and seeking its activation, this study delineates a series of the processes of experience that the leaders of village lifelong education have gone through when they have involved in village lifelong education and thus it is to find the learning and the educational experiences. Also, this study aims to understand the activities of the leaders of village lifelong education, broaden the understanding, and to provide its implications. First, what kind of life have the leaders of the village lifelong education lived? What kind of relationships are they making with the residents as they are involved in village lifelong education? Are they making their villages better pondering on life and growing? Second, are there common meanings that are inherent in their lives or common traits that appear in the process of growth and teaching experiences of village lifelong education of its leaders? Third, in the cases of the three villages, what are the practical strategies of village lifelong education of its leaders? In what stages and processes are the strategies being carried out? To support the goal of this study, the methods of this study include participant observation, in-depth interview, oral interview, and literature review of the qualitative research based on the life history research. The participants of this study are the three leaders of village lifelong education selected by the purposive sampling, who all have led village lifelong education for more than five years within their own village community. First, the three leaders of village lifelong education were different in their experiences in the childhood, the occasion in which they got to be involved in village lifelong education, and the experiences they went through in the process of forming the community through lifelong education. However, the essence and the direction of lifelong education activities that the leaders of village lifelong education have been seeking were the same. They made learning as a part of the residents' life by developing and managing the lifelong education program that were meeting public needs of the village and the demand of residents. They also broadened the meaning of learning by making the residents put the results of learning into practice. Second, we could find the common characteristics of the experience that are internalized in the life of the leaders of village lifelong education. The characteristics of the experience are connected based on the sequential relationship rather than being apart from each other. We have found 5 meanings in common among the leaders of the village lifelong education; they all have experienced “the value of life living together” with others in the past; they basically have affection for the region and the village and are also the creators of affection; they are “people who grow together” by participating in lifelong education themselves in their everyday life; they actively overcome the practical, emotional and relational difficulties that hinder village lifelong education activities, discovering the value of themselves through lifelong education, gaining the satisfaction and sense of achievement in it; and based on this, they strive for the activities again. Third, in the process in which the leaders of village lifelong education push ahead lifelong education, we could find the five practical strategies through each practical stages that are divided into three steps. The practical stages of village lifelong education include the period of preparing, strengthening, and expanding through which the practical strategies such as securing the assistants, developing the leaning space and program, understanding the village, building trust between the residents, and expanding the community have been conducted. The village lifelong education from what the leaders have shown is the practice of “learning to live together” and of “seeking the wise answer instead of the correct answer” to the various problems in the village through community learning. Practice means more than “just doing something”. It constantly introspects and reorganizes the essence of the actions in terms of public concern and movement. The leaders of village lifelong education move forward through reflective introspection with community helpers or residents utilizing their experiences based on various lifelong education practices. Their practice strengthens “the sense of belonging” through intimate relational network between the residents that has been formed in the process of learning, leading to another practical learning. Furthermore, the leaders of village lifelong education play a role as villagers by willingly providing and sharing their experiences as the knowledge of the village for creating a vital communal environment and place to live in. The number of the leaders of lifelong education, who are playing a leading role in the changes of the villages just like the leaders of village lifelong education, is increasing annually. Additionally, the activists from various fields in the village are addressing the “task of living community” through education. In order for them to smoothly push ahead with lifelong education activities in their regions and villages, effective support system of the activities as well as systematic training are needed, and also, the effective management system of lifelong education volunteers need to be introduced. Also, the second generation of the leaders of lifelong education, who can take over the existing leaders' job, needs to be found and trained to maintain the continuity of village lifelong education and to lead the growth of the village and the residents. Leaders of village lifelong education are the people who play the role of the bridge between lifelong education and the residents. Therefore, raising the successors are not just a matter of the village's own issue. The local governments need to prepare more professional and systematic training systems, and villages also need to find and train the human resources by themselves, therefore, village lifelong education can lead to citizen autonomy. Village education has been dealt with in the context of the local society education so far, however, this study approaches it in terms of village lifelong education. The study has its limitations in that the research is conducted with a number of insufficiently related literature and practices of the village due to the fact that village lifelong education has short history before it has systematized and managed. Nevertheless, the exploration of the educational experiences of the leaders of village lifelong education will help an overall understanding of the subjective and internal aspects of their lives, providing the research data that can be used to activate the researches on village lifelong education. Moreover, since there are leaders of the village lifelong education who are doing activities in various contexts in many villages in our country, the act of depicting, understanding and revealing their lives is needed. For doing this, more broadened researches based on the characteristics of the villages in the nation and the characteristics of the programs are needed. More qualitative researches, example researches, cultural researches, and researches on village lifelong education programs are also needed. Key Words : village lifelong education, leader of village lifelong education, practical strategy, educational experience, lifelong education
(Abstract) Under the recognition that systematic and practical approach toward village lifelong education is needed at a time when lifelong education is expanding to the residential areas such as the village and seeking its activation, this study delineates a series of the processes of experience that the leaders of village lifelong education have gone through when they have involved in village lifelong education and thus it is to find the learning and the educational experiences. Also, this study aims to understand the activities of the leaders of village lifelong education, broaden the understanding, and to provide its implications. First, what kind of life have the leaders of the village lifelong education lived? What kind of relationships are they making with the residents as they are involved in village lifelong education? Are they making their villages better pondering on life and growing? Second, are there common meanings that are inherent in their lives or common traits that appear in the process of growth and teaching experiences of village lifelong education of its leaders? Third, in the cases of the three villages, what are the practical strategies of village lifelong education of its leaders? In what stages and processes are the strategies being carried out? To support the goal of this study, the methods of this study include participant observation, in-depth interview, oral interview, and literature review of the qualitative research based on the life history research. The participants of this study are the three leaders of village lifelong education selected by the purposive sampling, who all have led village lifelong education for more than five years within their own village community. First, the three leaders of village lifelong education were different in their experiences in the childhood, the occasion in which they got to be involved in village lifelong education, and the experiences they went through in the process of forming the community through lifelong education. However, the essence and the direction of lifelong education activities that the leaders of village lifelong education have been seeking were the same. They made learning as a part of the residents' life by developing and managing the lifelong education program that were meeting public needs of the village and the demand of residents. They also broadened the meaning of learning by making the residents put the results of learning into practice. Second, we could find the common characteristics of the experience that are internalized in the life of the leaders of village lifelong education. The characteristics of the experience are connected based on the sequential relationship rather than being apart from each other. We have found 5 meanings in common among the leaders of the village lifelong education; they all have experienced “the value of life living together” with others in the past; they basically have affection for the region and the village and are also the creators of affection; they are “people who grow together” by participating in lifelong education themselves in their everyday life; they actively overcome the practical, emotional and relational difficulties that hinder village lifelong education activities, discovering the value of themselves through lifelong education, gaining the satisfaction and sense of achievement in it; and based on this, they strive for the activities again. Third, in the process in which the leaders of village lifelong education push ahead lifelong education, we could find the five practical strategies through each practical stages that are divided into three steps. The practical stages of village lifelong education include the period of preparing, strengthening, and expanding through which the practical strategies such as securing the assistants, developing the leaning space and program, understanding the village, building trust between the residents, and expanding the community have been conducted. The village lifelong education from what the leaders have shown is the practice of “learning to live together” and of “seeking the wise answer instead of the correct answer” to the various problems in the village through community learning. Practice means more than “just doing something”. It constantly introspects and reorganizes the essence of the actions in terms of public concern and movement. The leaders of village lifelong education move forward through reflective introspection with community helpers or residents utilizing their experiences based on various lifelong education practices. Their practice strengthens “the sense of belonging” through intimate relational network between the residents that has been formed in the process of learning, leading to another practical learning. Furthermore, the leaders of village lifelong education play a role as villagers by willingly providing and sharing their experiences as the knowledge of the village for creating a vital communal environment and place to live in. The number of the leaders of lifelong education, who are playing a leading role in the changes of the villages just like the leaders of village lifelong education, is increasing annually. Additionally, the activists from various fields in the village are addressing the “task of living community” through education. In order for them to smoothly push ahead with lifelong education activities in their regions and villages, effective support system of the activities as well as systematic training are needed, and also, the effective management system of lifelong education volunteers need to be introduced. Also, the second generation of the leaders of lifelong education, who can take over the existing leaders' job, needs to be found and trained to maintain the continuity of village lifelong education and to lead the growth of the village and the residents. Leaders of village lifelong education are the people who play the role of the bridge between lifelong education and the residents. Therefore, raising the successors are not just a matter of the village's own issue. The local governments need to prepare more professional and systematic training systems, and villages also need to find and train the human resources by themselves, therefore, village lifelong education can lead to citizen autonomy. Village education has been dealt with in the context of the local society education so far, however, this study approaches it in terms of village lifelong education. The study has its limitations in that the research is conducted with a number of insufficiently related literature and practices of the village due to the fact that village lifelong education has short history before it has systematized and managed. Nevertheless, the exploration of the educational experiences of the leaders of village lifelong education will help an overall understanding of the subjective and internal aspects of their lives, providing the research data that can be used to activate the researches on village lifelong education. Moreover, since there are leaders of the village lifelong education who are doing activities in various contexts in many villages in our country, the act of depicting, understanding and revealing their lives is needed. For doing this, more broadened researches based on the characteristics of the villages in the nation and the characteristics of the programs are needed. More qualitative researches, example researches, cultural researches, and researches on village lifelong education programs are also needed. Key Words : village lifelong education, leader of village lifelong education, practical strategy, educational experience, lifelong education
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