본 서적은 사회 통합의 가치를 실현하기 위한 주된 역할을 교육에서 통합 방안에 관하여 논하고자 한다. 특히 본고는 주민 생활의 정신과 행동의 밑바탕이 되고 있는 가치관, 사회규범, 통일에 관한 시민 윤리 과제와 그 실천 방안에 초점을 두고자 한다. 이처럼 상호보완적 안보통일교육은 시민들의 다양한 가치관, 사회규범, 시민 윤리적 통합과 관련하여 교육을 중심으로 다루는 것이어야 한다. 이를 위한 보다 구체적이고 보다 심도 있는 원칙과 방안, 즉 장기적이고 체계적인 프로그램이 요구된다. 인간 정신의 변화를 시도하는 영역은 교육 분야이다. 교육도 사회통합 차원에서는 크게 사회적 차원의 언론, 문화 등을 통한 사회교육과 제도적 차원의 노력이 요구된다. 남북한 주민의 가치통합의 주된 역할을 담당하게 될 우리 사회의 통일교육은 통합에 있어서 문제점을 극복하려는 노력이 요청된다. 그 문제점에 대한 면밀한 분석 없이는 통일교육의 완전한 비전을 가질 수 없다. 결국 상호보완적 안보통일교육은 바람직한 시민 사회 통합이 기초되어야 하며, 이를 위해서는 체제의 유연성과 개방성을 더욱 강화하여야 한다.

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머리말 ·················································································································3

제1부 이론적 탐색 ······························································································11

제 1 장 안보통일교육의 실천-박찬석(공주교육대학교) ·············································13

Ⅰ. 서론 ·············································································································13

Ⅱ. 안보통일교육에 대한 전환적 인식 ·····································································15

Ⅲ. 새로운 안보통일교육의 이해 ············································································19

Ⅳ. 안보통일교육의 실천 문제에 대한 논의 ·····························································25

Ⅴ. 결론 ·············································································································30

제 2 장 안보와 동북아정세-정지웅(아신대학교) ························································35

Ⅰ. 들어가며-동북아 안보환경 ················································································35

Ⅱ. 미국의 대중국 안보전략 ···················································································38

Ⅲ. 바이든의 정책 ·································································································39

Ⅳ. 한국의 안보 강화 ····························································································48

Ⅴ. 나가며 ···········································································································50

제 3 장 평화통일교육과 통일안보교육의 이해와 성찰-한만길(한국교육개발원) ·············55

Ⅰ. 서론 ··············································································································55

Ⅱ. 평화통일교육과 통일안보교육 고찰 ····································································56

Ⅲ. 통일교육지침서를 통한 통일교육 변화 분석 ························································64

Ⅳ. 평화통일교육의 이해와 성찰 ·············································································69

Ⅴ. 안보통일교육의 이해와 성찰 ·············································································74

Ⅵ. 결론 ··············································································································78

제 4 장 독일의 통일 경험으로부터 배우는 안보통일교육-김상무(동국대학교 WISE캠퍼스) ·········83

Ⅰ. 머리말 ···········································································································83

Ⅱ. 서독의 통일교육은 어떻게 전개되었는가? ···························································84

Ⅲ. 독일 통일 이후 분단사와 동독사 이해의 관점 ···················································103

Ⅳ. 맺음말 ·········································································································105

제2부 안보통일교육의 내용 강화 ··········································································115

제 5 장 통일신라의 화쟁교육-안보와 통일 교육-안승대(한국교원대학교) ··················117

Ⅰ. 들어가는 말 ·································································································117

Ⅱ. 도구주의 교육의 대안으로서 화쟁교육론 ··························································118

Ⅲ. 통일교육의 대안으로서 화쟁교육론 ·································································121

Ⅳ. 새로운 민족으로서 화쟁민족 ··········································································123

Ⅴ. 화쟁사상과 호국교육 ·····················································································128

Ⅵ. 화쟁교육론의 교육목적과 실천원리 ·································································134

제 6 장 평화담론과 안보 그리고 통일교육-변종헌(제주대학교) ·······························145

Ⅰ. 한반도의 평화와 통일 ···················································································145

Ⅱ. 평화와 통일문제의 분기 ················································································147

Ⅲ. 평화의 가치와 통일문제의 연계 ·····································································150

Ⅳ. 평화와 통일교육의 과제 ················································································156

Ⅴ. 통일과 평화문화 ··························································································162

제 7 장 경제와 안보통일교육-방만기(충남경제진흥원) ···········································167

Ⅰ. 서론 ············································································································167

Ⅱ. 안보와 경제의 상관관계 ·················································································171

Ⅲ. AI와 디지털 경제의 역할 ···············································································174

Ⅳ. 경제와 안보통일의 미래 ·················································································177

Ⅴ. 독일 통일과의 비교 분석 ················································································181

Ⅵ. 결론: 안보와 경제 통합을 위한 시사점 ·····························································186

제 8 장 AI와 안보통일교육-권승혁(공주교육대학교) ················································195

Ⅰ. 안보통일교육과 AI는 왜 만나야만 하는가? ························································195

Ⅱ. 지금 AI와 교육의 만남은 어떻게 이루어지고 있나? ············································198

Ⅲ. 결론 ·············································································································228

제3부 안보통일교육의 교과 적용 ···········································································231

제 9 장 2022 도덕과 교육과정과 안보통일교육 방향과 과제-박형빈(서울교육대학교) ·············233

Ⅰ. 들어가며 ·······································································································233

Ⅱ. 안보통일교육의 이론적 배경 ············································································234

Ⅲ. 안보통일교육의 교육 실천 방안 ········································································242

Ⅵ. 안보통일교육의 방향과 과제 ············································································244

Ⅴ. 나가며 ··········································································································249

제10장 안보통일교육을 위한 초등 도덕과 통일 감수성 교육-이상희(광주교육대학교) ········253

Ⅰ. 서론 ·············································································································253

Ⅱ. 2022 개정 교육과정에 따른 도덕과 안보통일교육 이해 ······································255

Ⅲ. 안보통일교육을 위한 초등 도덕과 통일 감수성 함양 교육 ···································260

제11장 안보통일교육의 초등학교 실천 사례-박찬석(공주교육대학교),조 윤(아산북수초등학교) ···277

Ⅰ. 서론 ·············································································································277

Ⅱ. 현 한반도 정세와 초등학교 통일교육의 논의 ·····················································279

Ⅲ. 초등학교 통일교육의 수업 전개 ·······································································285

Ⅳ. 결론 ············································································································294

찾아보기 ···········································································································297