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2017.02.10
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Á¦¸ñ : ½Ã¹Î±³À°¿¡ À־ ÁÖ¿ä °³³ä¿¬±¸ ÀúÀÚ : Sun Young Park
¹ßÇàÇÐȸ : ¹Ì·¡¸¦ ¿©´Â û¼Ò³âÇÐȸ [Future Oriented Youth Society]
¹ßÇàÁ¤º¸ : ¹Ì·¡Ã»¼Ò³âÇÐȸÁö Á¦ 4±Ç 1È£ pp.37-62(26 pages)
¹ßÇà³âµµ : 2007

ÀúÀ۽ñâ : 2007³â 1¿ù

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I. Introduction

II Aims and rationales of the study

III. Methodology

IV. Key concepts in citizenship education

V. Conclusion and implications

References

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Áö ±âº» °³³ä¿¬±¸ ¹× ÀÌ·ÐÀû °íÂûÀ» ±× ¸ñÀûÀ¸·Î ÇÏ¿´´Ù. ½Ã¹Î±³À°ÀÇ ¿ª»çÀû ¹è°æ°ú ½Ã¹Î±³À°ÀÇ ½Ç½Ã¸¦ ÀÌÇØÇϱâ À§ÇÏ¿© ¸ÕÀú ÀÌÇصǾî¾ß ÇÒ ±âº» °³³äÀ¸·Î´Â ¹ÎÁÖÁÖÀÇ, ½Ã¹Î±³À°, ½Ã¹Î»çȸ, ½Ã¹Î°øÈ­ÁÖÀÇ, ½Ã¹Î¼º ´ö¸ñ(civic virtues)µéÀÌ ÀÖ´Ù. ÀÌ¿¡ ÀÌ ¿¬±¸¿¡¼­´Â ÀÌ·± ÁÖ¿ä °³³äµéÀÌ ¾î¶»°Ô ¿µ±¹ÀÇ ½Ã¹Î±³À°À» ź»ý½ÃÄ×À¸¸ç ÇöÀç ¿µ±¹ÀÇ ½Ã¹Î±³À°¿¡ ¾î¶² ¿µÇâÀ» ¹ÌÄ¡°í ÀÖ´Â Áö¸¦ Ž±¸ÇÏ¿´´Ù. ¿ì¼± ¹ÎÁÖÁÖÀÇ´Â ½Ã¹Î»çȸ¿Í ½Ã¹Î¼ºÀÇ ´ö¸ñ(civic virtues)µéÀÇ ±âº»ÀûÀÎ ¹ß´Þ ¾øÀÌ´Â ¹ßÀüÀÌ ºÒ°¡´ÉÇÏ¸ç ¶Ç ½Ã¹Î»çȸ°¡ ¹ßÀüÇϱâ À§ÇÏ¿© ÀüÁ¦µÇ¾î¾ß ÇÒ °ÍÀÌ ¹ÎÁÖÁÖÀÇÀÇ ¹ßÀüÀÌ´Ù. ±×·¯¹Ç·Î ÀÌ ¿¬±¸´Â û¼Ò³âÀÌ ÀÌ »çȸÀÇ ±¸¼º¿øÀ¸·Î¼­ ±× Ã¥ÀÓ°ú ¿ªÇÒÀ» ´ÙÇÏ´Â ½Ã¹ÎÀ¸·Î Àڶ󳪱â À§ÇÏ¿© ÇÊ¿äÇÑ ½Ã¹Î±³À°ÀÇ °³³äÀ» ¹®Çå ¿¬±¸¸¦ ÅëÇÏ¿© Á¦½ÃÇÏ¿´°í ¿µ±¹ÀÇ ½Ã¹Î±³À°ÀÇ ¿ª»çÀû ¹è°æ°ú °ü·Ã ¹®ÇåÀÇ ºÐ¼®À» ÅëÇÏ¿© Çö´ë»çȸ¿¡¼­ÀÇ ½Ã¹Î±³À°ÀÇ Á߿伺À» È®ÀÎÇÏ¿´´Ù. ¸¶Áö¸·À¸·Î ¿µ±¹ÀÇ ½Ã¹Î±³À°°ú ±× °³³ä °íÂûÀ» ÅëÇÏ¿© Çѱ¹Àû »óȲ¿¡¼­ÀÇ ½Ã¹Î±³À°ÀÇ Á߿伺°ú ±× ¹ßÀü¹æ¾ÈÀ» Á¦½ÃÇÏ¿´´Ù.

In this paper, I have discuss
ed citizenship education in England and the key concepts of democracy, civil society and citizenship education for young people. There were significant conceptual literature reviews in relation to the implementation of citizenship education. First, in terms of democracy, the concept was seen to vary as between writers however, I was able to establish that there was a common theme which was that democracy was not a single idea but a political and social idea which asks for citizens¡¯ active participation. The second conceptual thought was, ¡®education for democracy¡¯. The third conceptual issue was the concept of civil society. Civil society motivates people in the search for freedom and human progress, and provides a framework for argument and negotiation around social goals and the strategies required to reach them. The fourth important field relates to values, and the concept of civic republicanism. As Crick (2002) argued the true meaning of political literacy enables people to have the knowledge, skills and values to be effective in public life, and it can promote ¡®civic virtue¡¯ with people facing real issues with responsibility and enjoying democracy. Finally this paper find that there is lack of research and analysis of citizenship education and democracy, and has often been ignored of the importance. Therefore, recognising that established democracies as well as newer democracies need to be sustained if they are flourish as Starkey(2002:38) argues, I propose that citizenship education and it\'s implementation should be secured by policy and practice in order to help young people to grow up as democratic citizens.   (ÀÌÇÏ »ý·«)

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