교육개발인가, 교육발전인가?

Abstract

Purpose: ‘Development’ is translated into ‘gaebal’ or ‘balgeon’ in Korean. However, if they are not differentiated when used with education, it muddles grasping the relationship between education and development. Therefore, this study examines how ‘gaebal’ and ‘balgeon’ are used in international education development cooperation by analyzing research on ‘education development’.
 Originality: The terminological choice is how to view the object referred to by each term, and so is the choice of ‘gaebal’ and ‘balgeon.’ In particular, education has both intrinsic and extrinsic nature, and the usage of ‘gaebal’ or ‘balgeon’ represents our approach toward education. Therefore, this study will contrast the challenges and underlying approach to international education development cooperation.
 Methodology: 24 research on education development were qualitatively analyzed. The collected articles were analyzed on two axes: the usage of the term for ‘gaebal’ or ‘balgeon’ and the senses distinction reflecting the value dimension of education.
 Result: The research articles were primarily classified into six categories which are located in four dimensions: Instrumental Development(Gaebal) Education; Developmental(Balgeon) Education toward Education Development; Educational Development(Balgeon) dotted with Education Gaebal; and Fossilized Education Development(Gaebal) Cooperation. A number of studies fall into the third area, where ‘balgeon’ is confused with ‘gaebal’, and the essence of education is limited to means. When education becomes means along with ‘gaebal’, education becomes a tool. Thus, the first and fourth dimensions also need to be reviewed.
 Conclusion and Implication: It coins with the paradigms of “Education for Development” and “Development as Education” by Yoo et al.(2019). The former corresponds to education development as ‘gaebal,’ in which education and individuals become means of economic growth. It shares Goulet's idea that development shrinks to economic growth, loses ethics, and paradoxically leads to underdevelopment. We need education development as ‘balgeon’ paradigm that uses economic growth as a means and aims for human development.