언론학 교육 60년, 어디로 가고 있는가, 어디로 가야 하는 것일까?
초록
이 연구의 목적은 디지털 테크놀로지의 파괴적 혁신에 당면해서 언론학이 처한 위기의 내용에 주목하였다. 그런 위기의 맥락에서 언론학 교육을 혁신하는 틀을 만들 것이냐는 질문에 대한 답을 찾고자 했다. 미래 언론학 교육의 혁신을 위해 세 가지 제안했다. 첫째, 서열화된 대학위계구조에서 언론학과는 어떻게 무엇을 가르쳐야 할까라는 질문에 답하고자 했다. 이론과 실무라는 이분법을 넘어서서, ‘분과학문을 넘어선 분과학문’ (a discipline beyond discipline)으로 언론학을 설정할 것을 주장했다. 둘째, 포스트휴먼 시대에 기계와 인간의 관계에 대한 철학적 인식론의 재설정이 요구됨을 설명하고, 언론학 교육의 입장에서 다양한 분과학문과 협력을 위해 프로그램 단위의 주제별 모듈이라는 교육틀을 도입할 것을 제안하였다. 마지막으로는 디지털 저널리즘 노동의 불안정성(precarity)에 대응하기 위해 ‘작업에 기반한 교육’을 대안으로 제안하였다.
Abstract
The purpose of this study is to examine the reform of media education in the context of digital disruption. Looking back at the sixty-year historical trajectory of media and journalism education, this study attempts to illuminate the scope of and the ways in which the media educator re-formulates the changing nature of teaching and learning in the coming age of digital disruption. Three proposals for media education reform were presented. First, this study proposes the integration of theory and production education into the education of practical knowledge. Such an integrated approach is validly applicable even within the hierarchical arrangement of South Korean universities along SAT scores. Second, the study suggests 1) the need to reestablish the philosophical epistemology of the relationship between machines and humans in the post-human era, and 2) the introduction of an educational framework, called ’thematic module of the program unit’, so as to encourage cooperation across various disciplines from the perspective of media education reform. Finally, the study proposes ‘work-based education’ as an alternative to cope with the intensifying precarious nature of the digital media industry’s labor market.
Keywords:
media education, digital disruption, teaching and learning, practical knowledge키워드:
디지털 혁신, 언론학 교육, 실천적 지식, 디지털 미디어, 기자교육References
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