지리교육의 새로운 모험
 |
Description
책소개
학교에서 지리를 가르치고 있을 때, 역자의 동료 한 사람이 이렇게 말한적이 있다.
“그런 거(교과교육의 본질 같은 것)를 고민할 여유가 어디 있어요.
교육청에서 정해준 것들 따라가기도 벅찬데요...” 주어진 교육과정, 제한된 시간과 공간, 일정 수준의 결과물을 요구하는 성과주의적 분위기 속에서 ‘학생들에게 의미 있는 지리교육’을 고민하는 일은, 어쩌면 현실감각이 부족한 이상주의자의 일로 비칠 수 있었을지도 모른다.
세계적인 교육학자 거트 비에스타(Gert Biesta) 교수는 이러한 현실을 ‘학습주의’(learnification)라는 개념으로 설명한다.
그는 성과 중심의 문화 속에서 학생의 요구와 욕망이 과도하게 강조되는 교육 경향을 비판하며, 이로 인해 교사는 ‘어떻게 가르칠 것인가’라는 질문에만 집중하게 된다고 지적한다.
즉, 주어진 내용을 어떻게 효과적으로 전달할지, 어떻게 성과를 끌어낼지를 고민하는 것이 유능한 교사의 역할처럼 여겨지는 것이다.
그러나 비에스타는 교육이 본래 지닌 ‘가치 있는 행위 변화’를 위한 본질적 질문들-‘무엇을’, ‘왜’-을 다시 중심에 놓아야 할 때임을 강조한다.
스티브 푸틱(Steve Puttick) 교수의 이 책은, 바로 이러한 흐름 속에서 탄생한 미래지향적 지리교육 담론의 응답이라 할 수 있다.
“우리가 가르치는 지리란 무엇인가?”, “왜 지리는 오늘날 학생들에게 여전히 가치로운가?”, “우리는 지금까지 지리교육에서 무엇을 간과해 왔는가?”, “무엇을, 어떻게 새롭게 바꿔나가야 하는가?”와 같은 근본적인 질문들에 대해, 이 책은 성찰적이고도 균형 잡힌 통찰을 제공한다.
이를 통해 독자는 미래의 지리교육과정 설계와 교수법에 대한 새로운 가능성을 마주하게 된다.
“그런 거(교과교육의 본질 같은 것)를 고민할 여유가 어디 있어요.
교육청에서 정해준 것들 따라가기도 벅찬데요...” 주어진 교육과정, 제한된 시간과 공간, 일정 수준의 결과물을 요구하는 성과주의적 분위기 속에서 ‘학생들에게 의미 있는 지리교육’을 고민하는 일은, 어쩌면 현실감각이 부족한 이상주의자의 일로 비칠 수 있었을지도 모른다.
세계적인 교육학자 거트 비에스타(Gert Biesta) 교수는 이러한 현실을 ‘학습주의’(learnification)라는 개념으로 설명한다.
그는 성과 중심의 문화 속에서 학생의 요구와 욕망이 과도하게 강조되는 교육 경향을 비판하며, 이로 인해 교사는 ‘어떻게 가르칠 것인가’라는 질문에만 집중하게 된다고 지적한다.
즉, 주어진 내용을 어떻게 효과적으로 전달할지, 어떻게 성과를 끌어낼지를 고민하는 것이 유능한 교사의 역할처럼 여겨지는 것이다.
그러나 비에스타는 교육이 본래 지닌 ‘가치 있는 행위 변화’를 위한 본질적 질문들-‘무엇을’, ‘왜’-을 다시 중심에 놓아야 할 때임을 강조한다.
스티브 푸틱(Steve Puttick) 교수의 이 책은, 바로 이러한 흐름 속에서 탄생한 미래지향적 지리교육 담론의 응답이라 할 수 있다.
“우리가 가르치는 지리란 무엇인가?”, “왜 지리는 오늘날 학생들에게 여전히 가치로운가?”, “우리는 지금까지 지리교육에서 무엇을 간과해 왔는가?”, “무엇을, 어떻게 새롭게 바꿔나가야 하는가?”와 같은 근본적인 질문들에 대해, 이 책은 성찰적이고도 균형 잡힌 통찰을 제공한다.
이를 통해 독자는 미래의 지리교육과정 설계와 교수법에 대한 새로운 가능성을 마주하게 된다.
목차
역자서문 / 3
머리말 / 6
제1장 모험 ······································································13
서론 ···············································································13
어린이 지리들과 일상의 경험들 ··········································20
실천적 이론화(Practical theorising) ···································24
결론 ···············································································29
· 질문과 활동 ··································································30
제2장 탐험과 지리 ···························································35
서론 ···············································································35
지리학의 기원과 바스코 다 가마(Vasco Da Gama) ··············37
조지프 콘래드(Joseph Conrad) ··········································45
전쟁을 통한 탐험 ·····························································54
결론 ···············································································59
· 질문과 활동 ··································································61
제3장 학교지리에 있는 제국의 층리(흔적) ···························67
서론 ···············································································67
‘세상을 변화시키는’ 학교지리 ············································72
제국의 인종주의적 지리 ····················································77
지리학과 유럽중심주의 ·····················································88
제국을 정당화하는 전략들 ·················································90
전략 1: 문제적인 측면을 회피하는 수사 사용하기 ················90
전략 2: 손익계산서식 서술 ················································95
전략 3: 시대의 산물 논리 ··················································98
전략 4: 제국에 대한 비판을 ‘어조’(tone) 문제로 폄훼하기 ···102
결론 ··············································································108
· 질문과 활동 ·································································110
제4장 권력, 지식, 그리고 이들의 포로들 ····························115
서론 ··············································································115
‘힘 있는 지식’에 대한 비판 ··············································116
‘힘 있는 지식’의 의미 ······················································118
지식과 경험 ····································································122
장소 속의 지식 ·······························································127
(힘 있는) 지식, 진리, 신념 그리고 두려움 ··························132
『지리의 포로들』 비판하기 ·············································135
진짜 어디에서 왔나요? ·····················································138
아프리카 ········································································144
결론 ··············································································150
· 질문과 활동 ·································································152
제5장 정보의 이동 경로 ··················································157
서론 ·············································································157
산맥, 정보, 그리고 그 속에 숨겨진 사람들 ························161
정보의 온라인 여정 ························································168
정보의 새로운 여정, 통계에 대한 오래된 이야기들 ·············174
결론 ·············································································182
· 질문과 활동 ································································184
제6장 우리는 어디에서 시작해야 할까? ·····························191
서론 ·············································································191
유럽에서 출발하기 ··························································193
알-이드리시(al-Idrisi)로 시작하기 ····································199
글로벌 사우스(Global South)에서 시작하기 ·······················202
로컬과 일상에서 출발하기 ···············································206
콜카타(Kolkata) ·····························································208
옥스퍼드 ·······································································214
고기후 ··········································································214
결론 ·············································································220
· 질문과 활동 ································································224
제7장 우리는 어떤 이야기를 해야 할까? ···························233
서론 ·············································································233
세상을 설명하는 큰 이야기 ·············································237
줄거리 ··········································································242
등장인물 ·······································································246
갈등 ·············································································250
스토리텔러들과 함께 ······················································254
· 질문과 활동 ································································257
찾아보기 ·······································································263
머리말 / 6
제1장 모험 ······································································13
서론 ···············································································13
어린이 지리들과 일상의 경험들 ··········································20
실천적 이론화(Practical theorising) ···································24
결론 ···············································································29
· 질문과 활동 ··································································30
제2장 탐험과 지리 ···························································35
서론 ···············································································35
지리학의 기원과 바스코 다 가마(Vasco Da Gama) ··············37
조지프 콘래드(Joseph Conrad) ··········································45
전쟁을 통한 탐험 ·····························································54
결론 ···············································································59
· 질문과 활동 ··································································61
제3장 학교지리에 있는 제국의 층리(흔적) ···························67
서론 ···············································································67
‘세상을 변화시키는’ 학교지리 ············································72
제국의 인종주의적 지리 ····················································77
지리학과 유럽중심주의 ·····················································88
제국을 정당화하는 전략들 ·················································90
전략 1: 문제적인 측면을 회피하는 수사 사용하기 ················90
전략 2: 손익계산서식 서술 ················································95
전략 3: 시대의 산물 논리 ··················································98
전략 4: 제국에 대한 비판을 ‘어조’(tone) 문제로 폄훼하기 ···102
결론 ··············································································108
· 질문과 활동 ·································································110
제4장 권력, 지식, 그리고 이들의 포로들 ····························115
서론 ··············································································115
‘힘 있는 지식’에 대한 비판 ··············································116
‘힘 있는 지식’의 의미 ······················································118
지식과 경험 ····································································122
장소 속의 지식 ·······························································127
(힘 있는) 지식, 진리, 신념 그리고 두려움 ··························132
『지리의 포로들』 비판하기 ·············································135
진짜 어디에서 왔나요? ·····················································138
아프리카 ········································································144
결론 ··············································································150
· 질문과 활동 ·································································152
제5장 정보의 이동 경로 ··················································157
서론 ·············································································157
산맥, 정보, 그리고 그 속에 숨겨진 사람들 ························161
정보의 온라인 여정 ························································168
정보의 새로운 여정, 통계에 대한 오래된 이야기들 ·············174
결론 ·············································································182
· 질문과 활동 ································································184
제6장 우리는 어디에서 시작해야 할까? ·····························191
서론 ·············································································191
유럽에서 출발하기 ··························································193
알-이드리시(al-Idrisi)로 시작하기 ····································199
글로벌 사우스(Global South)에서 시작하기 ·······················202
로컬과 일상에서 출발하기 ···············································206
콜카타(Kolkata) ·····························································208
옥스퍼드 ·······································································214
고기후 ··········································································214
결론 ·············································································220
· 질문과 활동 ································································224
제7장 우리는 어떤 이야기를 해야 할까? ···························233
서론 ·············································································233
세상을 설명하는 큰 이야기 ·············································237
줄거리 ··········································································242
등장인물 ·······································································246
갈등 ·············································································250
스토리텔러들과 함께 ······················································254
· 질문과 활동 ································································257
찾아보기 ·······································································263
GOODS SPECIFICS
- 발행일 : 2025년 08월 30일
- 쪽수, 무게, 크기 : 272쪽 | 176*248*20mm
- ISBN13 : 9788925419305
- ISBN10 : 8925419300
You may also like
카테고리
한국어
한국어
![ELLE 엘르 스페셜 에디션 A형 : 12월 [2025]](http://librairie.coreenne.fr/cdn/shop/files/b8e27a3de6c9538896439686c6b0e8fb.jpg?v=1766436872&width=3840)
