‘이론적 지식’의 성격과 위상에 대한 재고찰: M. Young과 R. Pring의 논의를 중심으로

This study aims to re-stipulate the nature and status of theoretical knowledge within a curriculum. To accomplish this goal, it meticulously reviews the arguments of Paul Hirst, Michael Young, and Richard Pring, each of whom makes a thorough inquiry into theoretical knowledge. While emphasizing the need for change in the nature and status of theoretical knowledge through reflections on traditional concepts, Hirst does not present specific answers to this need. Therefore, this study seeks to clarify the nature and status of theoretical knowledge in curriculum from the viewpoint of Young and Pring. The results are as follows: 1) Theoretical knowledge is still regarded as significantly powerful knowledge in the school curriculum. However, it is simultaneously crucial that theoretical knowledge be taught selectively and in accordance with the type of discipline. 2) Pupils should learn concepts rather than content and skills, especially from the perspective of social justice. 3) Although theoretical knowledge is still important in the curriculum, practical knowledge, participation in communities, moral seriousness, and self-recognition are also to be taught as equally valuable curriculum content. 4) While the status of theoretical knowledge is demoted to just one element of the curriculum, it is an undeniable fact that this status has extended the curriculum potential of “the education for all.”