시민교육과 한국사회: 에이미 것만 교수와의 대담

Abstract

In recent years, many scholars have recognized that despite institutional reforms, South Korea is falling into what Colin Crouch coins as post-democracy. They have observed that faltering on the verge of democratic consolidation, South Korea is experiencing a paradoxical process: while it is moving fast toward constitutional democracy in which election can make government more accountable and responsible for its conduct, its citizens gradually become a passive and incoherent mass responding intermittently only to the dramatic issue set by politicians and militant political activists. Yet too often how and why the post-democratic trivialization of participatory democracy and the dramatic development of citizen movement do intersect in South Korea remains unexplained. Being concerned with these observations, this interview with Amy Gutmann aims to explore a regulative principle which can guides thinking in the ongoing process in which citizens as well as experts consider what justice requires in the case of particular conflicts in specific contexts, with special but not exclusive attention to civic education. Specifically, addressing the principles and structure of Amy Gutmann’s liberal theory of justice in light of liberal egalitarianism, deliberative democracy, democratic education, and identity politics, this interview seeks to investigate her theories of democratic education in four aspects: the plausible reconciliation of liberal egalitarianism with redistribution and participation, the realization of democratic education through deliberative democracy, the need for civic education with respect to multicultural coexistence, and the applicability of democratic education especially in South Korea which is experiencing both political indifference and ideological antagonism.