이 글은 현재 교육담론의 중심이 되고 있는 다문화교육을 성찰하고, 우리 사회의 특수성을 이루는 유교의 본질과 원리를 바탕으로 다문화교육의 방안을 모색하기 위한 것이다. 오늘날 다문화상황은 교육 목표와 내용까지 변화시킬 만큼 핵심적이며, 1990년대 이후 다문화교육은 이러한 사회변화를 반영한 결과이다. 현재의 다문화교육은 다문화상황을 경험한 서양이론을 바탕으로 이루어지고 있으며, 이것은 실제 많은 도움을 주고 있다. 한국은 유교문화 속에서 강한 단일민족의식을 바탕으로 한다는 점에서 한국적 특수성을 염두에 두고 다문화교육이 이루어져야 한다. 여기서는 유교의 본질과 교육의 원리 세 가지-대동사회(大同社會: 더불어 사는 원리), 수기치인(修己治人: 성찰과 배려의 원리), 성․경(誠․敬: 성실과 공경의 원리)-에 주목하고, 이 원리를 바탕으로 한국의 다문화상황의 문제점과 연결시켜 교육 방안을 탐색해 보았다. 결론에서는 한국적 상황에서 다문화교육을 위한 도덕교육의 방향을 살펴보았다.
This study purports to search for the direction and the method multi-culture education based on the essences and educational principles of confucianism. First of all I will reflect upon our multi-culture education seriously. The current multi-culture situation played a key role so much that it changes education goal and contents. The results of the multi-culture education since the 1990s have reflected this korean social situation. This education is in practice by the induction theory of the West. Therefore, The Korean multi-culture education is required to take distinct characteristics because of still preserving strong racial and national and consciousness. I will notice three confucianism principles to propose an alternative education methods. First, the principle of excess to progress from the Daedong society(大同社會). Second, the principle of self-reflection and consideration from the Sugi-Chiin(修己治人). Lastly, the principle of sincerity and veneration from Seong(誠) and Gyeong(敬). I suggested the directions and the methods to solve problems are connected korean multi-cultural situation. In the conclusion, I stressed four suggestions for Korean multi-culture education from the moral education point of view.
This study purports to search for the direction and the method multi-culture education based on the essences and educational principles of confucianism. First of all I will reflect upon our multi-culture education seriously. The current multi-culture situation played a key role so much that it changes education goal and contents. The results of the multi-culture education since the 1990s have reflected this korean social situation. This education is in practice by the induction theory of the West. Therefore, The Korean multi-culture education is required to take distinct characteristics because of still preserving strong racial and national and consciousness. I will notice three confucianism principles to propose an alternative education methods. First, the principle of excess to progress from the Daedong society(大同社會). Second, the principle of self-reflection and consideration from the Sugi-Chiin(修己治人). Lastly, the principle of sincerity and veneration from Seong(誠) and Gyeong(敬). I suggested the directions and the methods to solve problems are connected korean multi-cultural situation. In the conclusion, I stressed four suggestions for Korean multi-culture education from the moral education point of view.
