글로벌 인재 대립토론으로 키운다 > 교육학

대립토론은 친구 간에, 가족 간에 이루어지는 이야기 토론(chatting)이 아니라, 국회나 정부, 학회나 세미나, 또는 국제 혹은 외교 등등의 공식적인 자리에서 상호 대립적인 의견을 갖고 임하는 형식화된 토론을 의미한다. 따라서 이런 토론에 유능한 사람은 그렇지 않은 사람에 비해서 삶의 모든 분야에서 경쟁력을 갖는다. 왜냐하면 대립토론에 유능하다는 것은 바로 소통과 설득의 능력이 크다는 것을 의미하기 때문이다.
또한 대립토론이 얼마나 실질적으로 활용되고 정착되어 있는가에 따라 민주주의적 삶의 수준이 평가되기 때문에, 대립토론을 가능하게 하는 문화도 대단히 중요하다.
대립토론이 잘 이루어지는 곳에서는 상의하달과 하의상달의 두 소통 채널이 잘 가동됨을 의미한다. 윗사람의 맹목적 권위가 강하면, 상하 또는 동료 간에 대립토론이 어려워지고, 빈도가 줄어든다. 대립토론이 줄어든다는 것은 결국 직원들 상호 간의 평등한 의사소통이 어려워진다는 것을 의미한다. 대립토론을 가능하게 하고 더 나아가서 이를 더 활성화시키는 문화를 구축하는 일이 그래서 중요하다.

대립토론 교육으로 토론 문화를 꽃피우고, 글로벌 인재를 대립토론으로 키울 수 있다고 다시 한 번 강조한다.
이러한 필요성이 있음에도 불구하고 일부 교육현장에서 그리고 가정에서 대립토론(Debate: Speech Game)을 지도할 때 어려움을 겪고 있다.
이를 돕기 위해 그동안 대립토론을 연구하고 프로그램을 개발하며 직접수업이나 강연을 통해서 얻은 산 경험의 핵심 내용만을 정리하여 지도하기에 쉽고 편하도록 대립토론 지도서(Debate teaching Book)인 다섯 번째 책 「글로벌 인재 대립토론(Debating)으로 키운다.」를 발간하게 되었다. 이번 책은 대립토론의 중요성과 대립토론에 유능해지기 위한 조건에 대한 소개서인 동시에 이론과 응용 그리고 체험 편을 아우르는 그야말로 대립토론의 완결서라고 볼 수 있다.
책과 함께 필자가 운영하는 블로그 http://debating.tistory.com를 공개한다.
여기에 들어오면 대립토론(Debate: Speech Game)을 지도하는 데 필요한 생생한 보충 자료들을 쉽게 접할 수 있을 것이다.

목차

대립토론(Debating) 다짐선언 ···········································································································3
추천의 글 ···········································································································································4
펴내는 글 ···········································································································································6

1부 대립토론 이론편
제1장 대립토론에 대하여 ·······························································································17
1. 대립토론의 개념 정리 ·································································································17
2. 대립토론의 6가지 요건 ·······························································································19
3. 대립토론의 안건 ··········································································································20
4. 대립토론의 6가지 규칙 ·······························································································26
5. 대립토론 심판 내용 및 방법 ······················································································30
6. 대립토론에서 자료 찾기 방법 ·····················································································35
7. 대립토론에서 지켜야 할 매너 ·····················································································42

제2장 대립토론의 종류 ··································································································47
1. 국제 규준의 대립토론의 형태 ·····················································································47
1) 기본적인 3형태 ·····································································································47
2) 의회식 토론(Parliamentary Debate) ·································································50
3) WSDC(World Schools Debating Championships) 토론 ·····························53
4) 퍼블릭 포럼 토론(Public Forum Debate) ························································56
5) 교차조사형 토론(Cross Examination Debate-CEDA) ····································58
6) 칼 포퍼식 토론(Karl Popper Debate) ·······························································60
7) 링컨-더글러스 토론(Lincoln-Douglas debates) ··············································62
2. 국제 규준의 대립토론으로 가기 위한 토론 형태 ······················································63
1) 교과서 단원의 토론 ·······························································································63
2) 시나리오 방식 토론 ·······························································································72
3) 스마트폰 토론 ········································································································74
4) PY토론(기본형) ······································································································77
5) PY토론(응용형) ······································································································83
6) 민족사관고등학교 토론 ··························································································86
7) 오산시 토론 ···········································································································87

제3장 대립토론의 교육 효과 논의 ················································································91
1. 학생들에게 ···················································································································92
1) 논리적 사고에 필요한 지식 습득을 위한 읽기(Reading) 능력 ··························92
2) 신빙성 있는 자료를 찾는 조사(Research) 능력 ·················································93
3) 논리적인 글쓰기(Writing) 능력 ············································································95
4) 근거 있는 자료를 바탕으로 한 말하기(Speaking) 능력 ·····································97
5) 집중하여 듣는(Listening) 능력 ············································································99
6) 여러 각도로 사물을 보는 능력 ···········································································101
7) 또 다른 입장에서 상대방을 탐지하는 능력 ·······················································102
8) 자료 수집 분석 능력 ··························································································104
9) 표정을 관리하는 능력 ·························································································105
10) 감정 조절 능력 ···································································································106
11) 탐구능력 ··············································································································107
12) 협동심 ··················································································································109
13) 설득력 ··················································································································111
14) 지식통합 능력 ·····································································································112
15) 사회적 성숙성 ·····································································································114
16) 자신감 있게 발표하는 능력 ················································································116
2. 지도자(교사)들에게 ····································································································119
1) 교사의 연구역량 ··································································································120
2) 교사의 합의점 도출 능력 ···················································································121
3) 교사의 순간적인 대응 능력 ················································································122

제4장 대립토론(Debating) 교육이 필요한 이유 ························································125
1. 미국 최초 흑인 대통령 버락 오바마의 기본능력을 키웠다. ···································125
2. 인재를 키우는 최상의 방법이다. ··············································································128
3. 국제사회의 생존게임에서 이길 수 있는 길이다. ·····················································130
4. 우리는 토론능력이 부족한 국민이 아니다. ······························································133
5. 교육 정책 변화는 토론 교육을 요구하고 있다. ······················································136
6. 창의성이 결핍된 인스턴트적인 교육에 대처할 수 있는 방법이다. ·························138
7. 국어를 잘하면 수학, 과학, 사회, 심지어 외국어도 잘할 수 있다. ························141
8. 논리적 사고력, 창조적인 글쓰기 능력을 키운다. ····················································145
9. 선진국에서는 100여 년 전부터 교육한 방법이다. ··················································147
10. 서재필 박사도 독립협회 및 협성회에서 실시한 토론이다. ···································150
11. 영어교육도 회화 독해 중심에서 바뀌어야 한다. ···················································155
12. 개정 교육과정에도 대립토론 단원이 설정되어 있다. ············································156
13. 세균(GERM)에 감염된 우리 교육 대립토론으로 치유할 수 있다. ······················158
14. 교육을 살리는 길. 바로 대립토론이다. ·································································161
15. 이제는 우리가 이 땅에 대립토론을 심어야 한다. ·················································162

제5장 대립토론을 강조하는 전문가들의 이야기 ·························································163
1. 한국의 언어문화와 대립토론 ·····················································································163
2. 대립토론, 이렇게 가자 ······························································································165
3. 일본에서의 대립토론의 역사와 필요성 ·····································································167
4. ‘이야기 시간’에서 얻은 교훈 ····················································································169
5. 정작 이들이 필요로 한 것은 토론이었다. ·······························································172
6. 대립토론, 21세기의 리더를 향한 첫걸음! ·······························································173
7. 세상을 움직이고 변화시켜 갈 교육은 논리적인 사고력에 있다. ····························175
8. 인간을 만드는 토론 문화 ·························································································178
9. 글로벌인재: 대립토론이 답이다. ···············································································180
10. 교사 자신부터 토론의 매력을 느꼈으면… ·····························································184

제6장 대립토론을 통해서 키워진 인물 탐색 ······························································189
1. 주시경(주상호) ···········································································································189
2. 이상재(李商在) ···········································································································190
3. 안창호(安昌浩) ···········································································································191
4. 마이클 박 ··················································································································192
5. 조슈아 박(박규일) ·····································································································193
6. 버락 오바마(Barack Obama) ·················································································195
7. 존 F. 케네디(John F. Kennedy) ···········································································197
8. 마틴 루터 킹 ·············································································································198
9. 테드 터너 III(Robert Edward Turner III) ····························································200
10. 리처드 닉슨(Richard Nixon) ················································································200
11. 빌 클린턴(Bill Clinton) ··························································································201
12. 힐러리 로댐 클린턴(Hilary Clinton) ·····································································202


2부 대립토론 응용편
제1장 대립토론을 활성화하기 위한 전제 ···································································205
1. 교사들의 수업을 토론수업으로 이끌게 하는 9가지 전제 ·······································205
2. 학생들이 토론 학습을 할 수 있도록 하는 9가지 전제 ··········································208

제2장 대립토론 응용 전략 ··························································································213
1. 대립토론 수업을 처음 실시할 때 ·············································································213
2. 대립토론에서 말하기 ·································································································215
3. 대립토론에서 피해야 할 말들 ···················································································217
4. 교과의 대립토론 수업 실제 ······················································································221
5. 독서 후 활동과 대립토론 ·························································································232
6. 대립토론을 적용한 시사 계기교육 ············································································236
7. 자유학기제와 대립토론 동아리 ·················································································238
8. 홈스쿨링에 꼭 필요한 대립토론 ···············································································240
9. 사회에서 적용해 볼 수 있는 대립토론 ····································································242

제3장 대립토론에서 토론자의 역할 ············································································249
1. 입론자의 역할 7가지 ································································································249
2. 질문자의 역할 4가지 ································································································250
3. 반론자의 역할 5가지 ································································································251
4. 최종발언자의 역할 5가지 ·························································································251

제4장 대립토론을 잘하는 방법 11가지 ······································································253
1. 발표, 경청 ·················································································································253
2. 참, 말 ························································································································256
3. 조, 아 ························································································································258
4. 독, 신 ························································································································260
5. 팀, 기, 대 ·················································································································264

제5장 토론으로 성장하는 아이들의 모습과 학부모들의 이야기 ································269
1. 토론은 아이들을 바꾼다. ··························································································269
2. 자라나는 아이들에게 물려주어야 할 재산 ·······························································281
3. 긍정적 사고로 소통할 수 있는 힘 ···········································································285
4. 합천에서 순천까지 왕복 4시간을 소모하며 ·····························································287


3부 대립토론 체험편
제1장 대립토론에 대한 논의 ·······················································································295
1. 대학입시 준비를 위해 대립토론 교육을 할 시간이 없다니? ··································295
2. 대학입시를 위해 반드시 대립토론 교육을 해야 한다. ············································297
3. 대립토론을 못하면 일류대학이라는 말은 버려라. ···················································298
4. 협상, 회의에서 기선을 선점하려면 대립토론을 나만의 무기로 만들어라 ··············302
5. 70∼80년도에 토론연구학교를 지정하며 방법을 모색했는데 지금은… ·················304
6. 독서·토론을 시책 사업으로 추진하는 시, 도에 보내는 글 ·····································305
7. 취업을 위한 준비와 취업 후를 위한 삶을 위해 ······················································307
8. 토론의 달인 세상을 이끈다. ·····················································································309
9. 왜 기업의 60% 이상이 토론면접을 적용할까? ·······················································310

제2장 대립토론 교육현장을 찾아서-1 ········································································313
1. 덕현초등학교와 통영중학교에서는 ············································································313
2. 의왕 백운초등학교와 구리 동인초등학교에서는 ·······················································315
3. 영광군 내 초등학교와 덕례초등학교에서는 ······························································317

제3장 대립토론 교육현장을 찾아서-2 ········································································323
1. 광영중학교 ·················································································································323
2. 평촌고등학교 ·············································································································324
3. 민족사관고등학교 ······································································································331
4. 건양대학교 ·················································································································333
5. 순천 기적의 도서관 ··································································································336
6. 광양 영재원 ···············································································································343

제4장 대립토론 교육현장을 찾아서-3 ········································································347
1. 사설 어학원의 교육방법 전환 ···················································································347
2. 배달겨레 리더스 협동조합 ························································································348
3. 초등토론교육연구회 ···································································································351
4. 토론의 전사 모임 ······································································································356

제5장 자치단체에서 진행하는 대립토론 프로젝트 ·····················································363
1. 광양시: 인재 육성 프로젝트 ·····················································································363
2. 오산시: 토론문화 활성화 ··························································································365
3. 영광군: 독서ㆍ토론 수업 컨설팅 ··············································································370
4. 서귀포시: 청소년, 교사 토론 프로그램 운영 ···························································375

제6장 (PY’s Debating School) 프로그램 ··········································377
1. 【제1프로그램】 초ㆍ중등학생을 위한 토요 토론학교(Debating School) ··············378
2. 【제2프로그램】 초ㆍ중등 학생을 위한 두 계절 토론 캠프(Debating Camp) ······378
3. 【제3프로그램】 토론학교(Debating School) 교사, 학부모강좌 ·····························380
4. 【제4프로그램】 교사를 위한 찾아가서 진행하는 토론학교(Debating School) ·····381
5. 【제5프로그램】 토론학교(Debating School) 온라인 강좌 ·····································382
6. 【제6프로그램】 대립토론 전문 지도강사 양성 과정 운영 ·······································384
7. 【제7프로그램】 “토론의 달인 세상을 이끈다.” 명품 문화 강좌 ·····························385

제7장 대립토론 대회에 참가하자 ················································································387
1. 교내 대립토론 대회 ··································································································388
2. 국내 토론대회 ···········································································································389
3. 해외 토론대회 ···········································································································395

부록 ································································································································397
01 대립토론 Q & A ·····································································································399
02 토론 판정표 및 지도 양식 ······················································································413
03 독서토론 안건모음 ···································································································425
04 토론대회에서 많이 사용하는 토론안건 99선 ··························································431
05 대립토론을 지도하는 사람들에게 보내는 글 ···························································435
찾아보기 ·························································································································439

저자소개

笑山 박보영
초등교육자의 꿈을 가지고,
경인교육대(전 인천교육대), 건국대(교육경제), 중앙대학교 교육대학원(유아교육)을 졸업하였다. 국립경상대학교 대학원에서 교육학 박사 학위를 받은 박보영 박사는 학생 스스로 탐구하고 연구하는 교육 풍토를 만들기 위하여 근 25년간 대립토론(Debating) 기법을 연구, 개발하고 직접 수업을 하며 학생들을 가르치고 있다.
포스코교육재단 내 초등학교에서 교장으로 정년퇴임한 후에는 광주교대, 순천대 및 순천대 교육대학원, 광주여대, 한국국제대학, 건양대학 등 대학 강단에서, 서울교대, 경인교대, 경상대 등 대학의 평생교육원, 서울시 및 경북, 전남 부산 등 교원연수원과 시도 교육청, 경인교대, 진주교대부설초 등 초ㆍ중ㆍ고등학교 그리고 LG하우시스 등 일반기업체를 두루 다니며 대립토론을 확산시키고 있다.
한편 온라인 강의까지 활동 영역을 넓혀 대립토론을 활성화하기 위해 다양한 사람들과 만날 수 있는 장이라면 어디든 달려간다.
더 많은 교육 현장에서 대립토론이 적용될 수 있도록 교원과 학부모, 일반인에게 대립토론의 중요성과 대립토론 교육방법을 전파하기 위해서이다.
그 일환으로 ≪대립토론≫(2010), ≪대립토론≫(개정증보판, 2013), ≪대립토론 결승전≫(2013), ≪퍼펙트토론≫(2015)을 출간하였다.
MBC행복아카데미에서 대립토론(Debating) 특강 실시, 순천 기적의 도서관에서 어린이 토론교실을 운영하였으며, 2014 광양시 ‘대립토론으로 인재를 육성하는 프로젝트’, 영광군 ‘독서-토론 수업컨설팅 프로그램’을 성공리에 마친 바 있다.
오직 학생들에게 대립토론 수업을 직접하며 강의를 하는 특별한 대립토론교육전문가이다.
한편 박보영토론학교를 만들어 7개의 프로그램을 운영하면서 대립토론을 사회에 뿌리 내리는 일에 주력하고 있다.
현재는 사단법인 나온교육연구소 상임이사, 한국 대립토론교육연구회 회장, 한국교육문화연구회 부회장, 박보영토론학교(PY’s Debating School) 교장에 재직하고 있다.
경향신문에 대립토론(Debating) 시리즈 연재, 중앙일보 토요섹션에 인물 인터뷰 기사로 소개되었고, 광양신문의 광양문화 인물로 선정되어 소개된 바 있다. (재)대교문화재단 제15회 눈높이교육상, 경기도 교육청 경기교육대상, 우수교육연구 현장연구 논문발표 문교부장관상 등을 수상했다.

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