2008년 국가는 학생들의 학력을 평가하기 위한 일제고사를 다시 도입했다. 일부 교사와 학생 그리고 학부모는 연대하여 일제고사를 거부했다. 시․도교육청은 지방교육자치의 권한을 행사하지 못하고 교육부의 방침에 따라 이들 교사들을 중징계 했다. 다행히 교사들은 학생들에게 돌아갔다. 그러나 교육이념을 지켜내기 위한 교사의 불복종은 교육의 총체적인 문제점에 대한 사회적 성찰과 제도적 개선으로 이어지지는 못했다. 이 글은 일제고사 거부가 학교를 민주주의의 공간으로서 어떻게 재구성해야 하는지의 정치적 과제를 던졌다고 주장한다. 일제고사 거부의 전개과정(Ⅱ)과 헌법적 의미를 살펴보고(Ⅲ), 일제고사 거부가 학교민주주의에 던지는 과제를 제시한다(Ⅳ).
국가 중심의 교육체제는 헌법의 교육이념을 구현할 수 없음이 드러났다. 일제고사 거부는 국가의 권위주의․획일주의․경쟁주의에 기초한 신민교육정책에 대한 거부였다. 물론 하나의 사건이었다. 이 사건을 어떻게 해석하고 어떠한 실천적 과제를 도출할 것인가는 시민들의 몫이다. 이 글에서는 불복종의 환경조건으로서 지방자치교육제도의 혁신이 아래로부터의 민주주의 관념에 충실하면서도 학생․교사․학부모의 공화관계를 바탕으로 한 학교민주주의 구현을 통해 가능하다고 주장했다. 헌법에서 제도는 헌법이념과 기본권관계의 규범복합체이다. 학교민주주의 제도는 학교에서 학생과 교사의 인권을 보장하고, 학생의 학습권과 교사의 교권을 보장하며, 학부모의 참여를 보장함으로써 성립한다.
In 2008, the Korean Government executed State-run Standardized Test. Some teachers, students, and parents of students rejected the state-run examination. Metropolitan and Provincial Offices of Education imposed severe disciplinary action to the teachers according to the guidelines of the Ministry of Education. Fortunately the teachers won the lawsuit against Metropolitan and Provincial Offices of Education. But there was no social discussion regarding the whole problems and institutional reforms of Korean education. I asserted that the test disobedience provoked how to reform Korean schools as a space of democracy. I introduced the development process of disobedience(Ⅱ), reviewed its constitutional meaning(Ⅲ), and suggested the tasks and structure of democracy in school(Ⅳ). I believe the state centered education system can not realize the constitutional principle of education. I think the disobedience of state-run examination means the disobedience of state education policies based on authoritarianism, standardization, and competition. It was an event of great importance. I suggested that the educational environment for civil disobedience need the reform of self-government in local education area, that is necessary for democracy in school. I asserted democracy in school could consist of the relations among students, teachers, and school parents based on democratic republicanism, that guarantees human rights of students and teachers and the participation of parents of students as democratic citizens.
In 2008, the Korean Government executed State-run Standardized Test. Some teachers, students, and parents of students rejected the state-run examination. Metropolitan and Provincial Offices of Education imposed severe disciplinary action to the teachers according to the guidelines of the Ministry of Education. Fortunately the teachers won the lawsuit against Metropolitan and Provincial Offices of Education. But there was no social discussion regarding the whole problems and institutional reforms of Korean education. I asserted that the test disobedience provoked how to reform Korean schools as a space of democracy. I introduced the development process of disobedience(Ⅱ), reviewed its constitutional meaning(Ⅲ), and suggested the tasks and structure of democracy in school(Ⅳ). I believe the state centered education system can not realize the constitutional principle of education. I think the disobedience of state-run examination means the disobedience of state education policies based on authoritarianism, standardization, and competition. It was an event of great importance. I suggested that the educational environment for civil disobedience need the reform of self-government in local education area, that is necessary for democracy in school. I asserted democracy in school could consist of the relations among students, teachers, and school parents based on democratic republicanism, that guarantees human rights of students and teachers and the participation of parents of students as democratic citizens.
