ESD와 교육의 융합 > 교육학

그동안의 ESD에 대한 연구활동의 성과들을 모아서 한 권의 책으로 세상에 내보내고자 한다. ESD는 끊임없이 변화하는 특성이 있을 뿐만 아니라, 기후 및 환경위기 등 전 세계적인 현상들에 대응하기 위한 교사의 역량 강화가 지속적으로 필요한 분야이다. ‘교육은 교사의 질을 능가할 수 없다’는 루돌프 슈타이너의 교육철학의 관점에서 본다면, ESD의 질은 교사의 질과도 밀접한 연관성을 갖는다고 볼 수 있다. ESD에 대한 다양한 콘텐츠와 교수학습 방법은 교사들에게 질적 수준을 높여 주는 도구가 된다. 이 책은 현직교사뿐만 아니라 미래교육을 주도할 예비교사의 ESD 역량 함양을 위하여 실제적으로 효과가 검증된 ESD 모형을 담고자 하였다. 또한 ESD에 관심을 갖는 사회환경교육 기관의 교수자들도 활용 가능하도록 다양한 주제들을 포함하고 있다.

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프롤로그 ·················································································································································2

PART 01 왜 지속가능발전교육인가? 지속가능발전에 대한 이해와 교육적 가치의 융합 / 남영숙, 장호창

Ⅰ. 교사들을 위한 지속가능발전교육 이해 ····························································································11

1. 기후위기 및 환경위기 ·······················································································································11

2. 지속가능발전과 지속가능발전목표 ···································································································14

3. 환경, 사회, 지배구조(ESG) ···············································································································18

4. 지속가능발전 관련 유사 정책 ············································································································21

5. 환경교육적 시사점 ····························································································································26

Ⅱ. ESD의 발전과 변천 ·························································································································33

1. 지속가능발전과 지속가능발전교육 ····································································································34

2. SDGs(Sustainable Development Goals)와 지속가능발전교육 ······················································43

3. 환경교육적 시사점 ····························································································································56

PART 02 무엇이 지속가능발전교육을 가능하게 하는가?: 학교 환경 행동 실천 문화의 전환 / 김희진, 김 호

Ⅲ. 지속가능발전교육과 학교 문화 ········································································································63

1. 학교 차원의 지속가능발전교육 접근 ··································································································63

2. 지속가능발전교육과 학교 교육 실천 ··································································································72

3. 지속가능한 학교와 환경교육의 적용 사례: 학교 생태감사 ··································································81

4. 환경교육적 의의 및 소결 ····················································································································87

Ⅳ. 지속가능한 사회를 실현하는 환경 행동 ····························································································93

1. 2022 개정교육과정과 생태전환교육 ··································································································93

2. 꿈꾸는 미래를 통한 환경 행동 코칭 ··································································································101

3. 환경 시민을 기르는 학교환경교육 ····································································································111

PART 03 어떻게 지속가능발전교육을 구현할 것인가?: / 정예원, 고아라, 윤영선, 류학렬

Ⅴ. 유아교육과 ESD ····························································································································115

1. 유아기 지속가능발전교육의 이론적 토대 ·························································································115

2. 우리나라의 유아기 지속가능발전교육 연구 현황 ··············································································122

3. 환경교육에의 시사점 ·······················································································································144

Ⅵ. 초등교육과 ESD ····························································································································147

1. 초등학교에서의 지속가능발전교육 ··································································································147

2. 인성교육과 지속가능발전교육 연결하기 ··························································································167

3. 초등 고학년을 위한 지속가능발전교육 융합 수업 ············································································173

4. 환경교육적 시사점 ··························································································································189

Ⅶ. 생물다양성과 ESD 그리고 황새 ····································································································195

1. 생물다양성과 지속가능발전교육 ·····································································································195

2. 생물다양성과 황새 ··························································································································199

3. 생물다양성-지속가능발전교육-황새의 상호연관성 ··········································································208

4. 생물다양성-지속가능발전교육-황새 융합 교육사례 ·········································································213

5. 환경교육적 시사점 ··························································································································216

Ⅷ. 황새를 활용한 지속가능발전교육 프로그램 개발 연구 ···································································221

1. 지속가능발전교육과 학교교육 ········································································································221

2. 황새 복원 의미 ·······························································································································225

3. ESD에 활용할 수 있는 황새 복원의 핵심 요소 ················································································228

4. ESD 프로그램 적용을 위한 교육과정과 교과서 내용 분석 ·······························································232

5. 초등학교 3학년 대상 황새복원과 ESD 프로그램 ·············································································239

6. 환경교육적 시사점 ·························································································································253

PART 04 ESD의 미래를 이끄는 프레임워크: ESD와 ESG의 융합 / 남영숙

Ⅸ. ESG와 ESD ··································································································································259

1. 들어가며 ········································································································································259

2. SDGs와 ESG 경영 연관성 ··············································································································262

3. SDGs 실현을 위한 대학의 역할 ······································································································264

4. 대학의 ESG 도입 논의와 중요성 ·····································································································266

5. 일선학교의 ESG 경영 중요성 ·········································································································270

6. ESD와 연계한 ESG 교육방안 ·········································································································274

7. 교사양성대학의 ESG 이해 교육과정 개선을 위한 시사점 ································································276

에필로그 ·············································································································································283

찾아보기 ·············································································································································285

저자소개

남영숙

독일 베를린공과대학교 환경계획학 전공(공학 박사)

현) 한국교원대학교 환경교육과 명예교수/(사)사회적협동조합 미래학교환경대안 이사

환경부 환경교육진흥위원회 위원, 충북 녹색성장·탄소중립위원회 위원, 한국환경한림원 감사, 충북연구원 비상임이사 외 다수

전) 한국교원대학교 도서관장 및 황새생태연구원 원장, 한국환경연구원 책임연구원, 환경부 중앙환경정책위원회 위원, 대통령직속 규제개혁위원회 위원, 한국환경한림원 부회장, 한국환경교육학회 부회장, 한국여성과학기술단체총연합회 이사, 충북 여성과학기술인회 회장 역임 

저서로 기후변화와 여성, 황새와 융합교육, 황새와 습지, 환경영향평가, 지속가능한 사회와 문화, 독일의 전략환경영향평가 등이 있다. 

독일 베를린공과대학교 환경계획학과에서 공학박사학위 취득후 한국환경연구원 책임연구원과 한국교원대학교 환경교육과 교수로 31년간 재직하면서 환경정책 및 지속가능발전정책, 환경 및 지속가능발전교육, 기후변화교육, 황새와 생물다양성 등 많은 연구들을 진행하며 정부 자문 역할과 후학양성에 힘썼다.

장호창

한국교원대학교 대학원 환경교육 전공(교육학 박사)

현) 대구 서동초등학교 교사

지속가능성이 개인과 사회에 어떻게 영향을 끼치는지 연구하며 개인 삶과의 조화로운 적용 방안을 탐구하고 있다. 지속가능발전교육의 다양한 적용에도 관심

을 두고 있다.

김희진

한국교원대학교 대학원 환경교육 전공(교육학 박사)

현) 청주 강서초등학교 교사

학교 차원에서 이루어지는 환경교육 정책을 통한 공동체와 개인의 공동 성장과정에 대해 연구하였다, 주요 연구 실적으로는 지속가능성 교육을 위한 초등학교 생태감사 프로그램 개발, 환경학교의 지속성에 대한 근거이론 접근, 학교환경교육 사업 운영을 통한 담당 교사들의 학습 등이 있다. 현재 초등학교 학생 및 동료 교사들과 함께 능동적 학습을 통한 환경 및 지속가능교육의 가치를 발전시키기 위해 교사들과 함께 노력하고 있다.

김 호

한국교원대학교 대학원 환경교육 전공(박사과정 수료)

현) 전남 구례북초등학교 교사

전라남도교육청환경교육지원단으로 활동하고 있으며 지역의 특색과 학생들의 삶의 맥락과 연결된 학교환경교육 방법에 대해 관심을 가지고 있다.

류학렬

한국교원대학교 대학원 환경교육 전공(교육학 석사)

현) 제주도 서귀북초등학교 교사

황새를 활용한 지속가능발전교육 프로그램 개발에 관한 연구를 하였다. 현재 제주도에서 환경을 생각하며 허브, 화초 등 식물을 가꾸는 일에 열중하고 있다.

윤영선

한국교원대학교 대학원 환경교육 전공(교육학 석사)

현) 군산경포초등학교 교사

우리나라를 터전으로 하는 텃새 황새를 통해 자연과 인간이 공존하는 지속가능한 미래에 대해 연구하였다. 현재는 교사학습공동체 안에서 ‘자연과 상생’하는 가치관이 녹아드는 교육과정 실천방안을 모색하고 있다.

고아라

한국교원대학교 교육대학원 환경교육 전공(교육학 석사)

현) 대전 외삼초등학교 교사

초등학교 고학년을 대상으로 한 인성교육 및 지속가능발전교육 융합 모델 개발에 대해 연구하였다. 주요 연구 실적으로는 2022 개정교육과정 총론에 근거한 지속가능발전교육 분석 및 교과서 개발 방향 제시, 인성교육과 지속가능발전교육 연계 방안, 인성 함양 지속가능발전교육 융합 모델 개발 등이 있다.

정예원

한국교원대학교 대학원 환경교육 전공(석사과정 재학)

현) 전주 송천초등학교 병설유치원 교사

기후위기 시대에 가장 직접적인 이해당사자인 유아들의 일상생활에서 지속가능한 삶의 가치를 실현할 수 있도록 돕는데 관심이 있다. 유아 기후변화 교육에 생태 지식으로서 24절기를 접목하는 기후변화 교육 프로그램을 연구하고 있다.

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