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I. 서론 9

1. 연구의 필요성 및 목적 9

2. 연구문제 13

II. 이론적 배경 14

1. 통일교육정책 14

가. 통일교육정책의 개념 14

나. 통일교육정책의 변천과정 19

2. 통일교육정책의 시기 구분 122

가. 통일교육정책의 시기 구분에 관한 선행연구 122

나. 통일교육정책의 시기 구분 125

3. 역사적 제도주의와 경로변화 이론 136

가. 역사적 제도주의 136

나. 경로변화 이론 143

다. 통일교육정책에 대한 신제도주의적 접근 155

III. 분석방법 164

1. 분석대상 및 방법 164

2. 경로변화의 분석틀 167

3. 분석절차 168

IV. 통일교육정책의 경로변화 분석 172

1. 경로변화 172

가. 경로창조 측면 172

나. 경로의존 측면 177

다. 경로전화 측면 181

라. 종합 및 소결 192

2. 특징 193

V. 결론 및 제언 203

1. 요약 203

2. 결론 206

3. 제언 209

가. 통일교육정책 실제 개선을 위한 제언 209

나. 후속연구를 위한 제언 212

참고문헌 213

ABSTRACT 231

표목차

〈표 II-1〉 통일교육의 개념 15

〈표 II-2〉 이명박 정부 중2 도덕교과서 통일교육 영역 집필기준 변경 내용 88

〈표 II-3〉 통일부 2014년 중점 추진계획 93

〈표 II-4〉 평화·통일교육의 내용 105

〈표 II-5〉 역대 정부별 통일정책 변천과정 110

〈표 II-6〉 역대 정부별 통일교육정책 변천과정 117

〈표 II-7〉 통일교육정책 시기별 특징 135

〈표 II-8〉 신제도주의 세 분파의 특징 비교 138

〈표 II-9〉 제도변화의 유형 144

〈표 II-10〉 Hacker가 제시한 경로진화 형태 149

〈표 II-11〉 Mahoney & Thelen가 제시한 경로진화 형태 151

〈표 IV-1〉 남남갈등의 주요 쟁점과 입장 198

그림목차

[그림 II-1] 문재인 정부의 평화와 번영의 한반도 정책 체계도 102

[그림 II-2] 선행연구의 통일교육정책의 시기별 구분 124

[그림 II-3] 분석대상으로서의 통일교육정책의 시기 구분 126

[그림 III-1] 통일교육정책 경로변화의 분석틀 167

[그림 IV-1] 통일교육정책의 경로변화 193

초록보기

 Reunification education policy has been formed since Korea was divided into two. The theory of path dependency was the general tendency of this policy, centered on security and hostility toward North Korea. The path dependence was exerted by authoritarian regimes before democratization in 1987 and later by conservative, sustaining stability in the regime through unification and education policies that put security on the priority and regarded North Korea as a hostile nation. The conservative administration's security-oriented unification education policy has brought about a deadlock in inter-Korean relations due to its power-driven dominance, containment and pressure policies, which created a threat to security instead and failed to bring a change in the North's regime. On the contrary, the progressive regime applied interchanging and cooperating with North Korea as the principle of reunification and reunifying education policy, and sought to change the North Korean system and establish a peace regime in Korean peninsula. However, this idea also was criticized for being naive and irresponsible. The repercussion of the two regimes were widespread to society to be divided into two opposing parties with consumptive argument. Therefore, it has triggered a need that prepares a realistic and meaningful policy toward North Korea and reunification by assessing the strengths and weakness of both sides, along with the reunification education policy being reflected.

This study was aimed to analyze the process of changing the course of reunification education policy applying the aspect of institutional change at historical new institutionalism in order to provide meaningful implications on what direction the reunification education policy should move forward.

This study has four main objectives. First, the process of transition of reunification education policy is divided into 5 periods: [Anti-communist education (1948-1987) → Security education (1998-1997) → Unification education (1998-2007) → Unification and security education (2008-2016) → Peace and reunification education (2017-current)]. The reunification education policy has been established based on the nation's reunification policy which has vast influence on domestic and international environment and the relation with North Korea

Second, reunification education policy has been evolved along with aspects of path creation, path dependence, and path evolution. In terms of path creation, it was regarded that the path to Korea's reunification and reunification education policy occurred from the time of division and the Korean War. In 1972, during the Park Chung-Hee regime, the [July 4th North-South Joint Declaration] was released which triggered the opportunity for change. The aspect of path creation can be seen in that the changes in the reunification policy due to external pressure and domestic crisis created a path to the discussion of peaceful reunification for the first time, but it failed to establish an elevated reunification education policy. We classified that Kim Dae-Jung government's reunification education policy had the aspect of path creation. It contained the improved inter-Korean relations based on Kim Dae-Jung's long and firm philosophy to reunification policy and different view on North Korea despite of domestic and international crisis and external pressure when the regime changed to democratically for the first time in Korea.

Path dependence aspects have been found in the anti-communist education under the authoritarian system from Lee Seung-Man, Jang Myeon, Park Chung-Hee to Chun Doo-Hwan governments, also by a progressive regime that was followed by Kim Dae-Jung, Noh Moo-Hyun regime, Lee Myung-Bak and until recent conservative regime Park Geun-Hye. Both Roh Moo-Hyun and the Park Geun-Hye government wanted to find an opportunity to develop while continuing the reunification education policy of the previous government, but two remained only in the path dependency due to the barriers such as the rising domestic situation of the South-South conflict and unresolved North Korean nuclear issue.

Path evolution aspect has appeared in many stages during the change of reunification education policy. During Roh Tae-Woo, Kim Young-Sam and Lee Myung-Bak regime they are evaluated as 'revision', 'drift' and 'revision'. Moon Jae-In regime is still in process and unclear to classify.

On the other hand, we considered that the path of formal and institutional level to promote systematic and continuous reunification education policy has been changed in terms of path evolution. A series of path-evolving attempts, such as the establishment of the Ministry of National Unification, enactment of the Unification Education Support Act, and the distribution of Unification Education Guidelines were categorized as 'layering'.

Third, it is crucial for institutional support of resolving the South-South conflict and for providing a systematic, continuous and permanent reunification education. To solve this problem, the politicians should strive to form a national consensus on its policy toward North Korea and reunification. Leaders of society should have the correct understanding and efforts for reunification education to aim for the peace. Scholars and experts on reunification education should not insist their own ideology, but develop a logic by finding a way to peace and reunification on the Korean Peninsula with a upright attitude in order to resolve the South-South conflict on a unified educational level. As the 'Beutelsbacher agreement' in Germany provided a systematic, sustainable and lasting reunification education, the Korean government should initiate to benchmark Beutelsbacher agreement on political interests,

Lastly, although the reunification education policy has been seesawing depending on the change of government, the direction of a consistent path was observed during the process of change in the reunification education policy. On going efforts are being made to find a contact and balance between security-focused reunification education of the conservative regime and exchange-focused reunification education of the progressive regime. This shows a trend to balance peace and security and reflect them in reunification education based on the new concept of peace and security. This is the direction that should be pursued in the transition process of Korea's reunification education policy. It is encouraging to see this direction in the reunification education policy that has hovered between the replacement of conservative and progressive regimes, and expecting that the policy of reunification education will be changed on the balance between peace and security.

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