이 글의 목적은 제7차 교육과정 개편에 따른 다양한 논의들을 탐색하여 종교교육관련 쟁점들(points of issue)을 찾아내고, 이를 바탕으로 앞으로 진행되어야 할 종교교육의 방향성을 점검해보려는 것이다. 이 연구에는 시기별로 각 교육과정의 종교교육론을 성찰하면서 현행 종교교육론의 위치를 재구성하는 작업이 병행되었다. 현행 종교교육론의 쟁점을 종교교육론의 역사 속에서 재구성하는 작업은 앞으로 진행될 종교교육과 종교교육론에 보다 근본적인 문제와 방향성을 제기할 수 있기 때문이다. 소기의 목적을 위해서 먼저 2장 ‘제7차 교육과정의 종교교육론’에서는 제7차 교육과정에서 종교교육론이 규정된 방식들을 검토하였다. 3장 ‘종교교육론의 갈등 요인’에서는 제7차 교육과정의 종교교육론을 둘러싸고 발생된 갈등을 살펴보았으며, 실제로 ‘종교’과목을 선택한 학교들의 반응을 중심으로 접근하였다. 마지막으로 4장 ‘종교교육론의 쟁점과 방향’에서는 앞의 논의를 종교교육론의 역사와 연관지어 쟁점화 시키면서 앞으로 진행될 종교교육의 방향에 대해 숙고하였다.
The purpose of this research is to investigate various educational issues according to 7th. national curriculum standard. Through the process of this research, we tried to find out points of issue of religious education and examined the new directions of religious education that should be persued in the near future. While reflecting the curriculum policies on the religious education by the each time period of national curriculum revision, reorganizing current status of religious education was carried out. In the context of history of religious education, reorganizing the issues of current religious education can raise fundamental problems and directions of religious education in progress. To achieve these purposes, in chapter 2, in the title of 'religious education in the 7th. national curriculum standard' we reviewed how religious education was defined in the 7th. national curriculum standard. In chapter 3, 'the confrontational elements of religious education', we reviewed what have been caused by the 7th. national curriculum standard for the religious education. Also, we examined the reactions toward 7th. national curriculum standard from the mission schools which chosen religious subjects on their school curriculum. The chapter 4, in the title of 'points of issues of religious education and new direction', we made a reference to previous discussions of the article with the history of religious education. In this writing, we classified two different issues of religious education. The first issue was, the identity of religious education that have two oppositional points of views from the time of 4th. national curriculum standard. The second issue was the possibility of connection between 'religious education' and 'moral education'. As long as the current curriculum exist within the boundary of modern national curriculum standard, we clarified the fact that the debates on religious education should be proceed within the scope of consideration of coherence between religious education and modern national curriculum.
Ⅰ. 들어가면서 Ⅱ. 제7차 교육과정의 종교교육론 Ⅲ. 종교교육론의 갈등 요인 Ⅳ. 종교교육론의 쟁점과 방향 Ⅴ. 나오면서 참고문헌
