중등학교 도덕ㆍ사회과 인간 생명윤리 교육의 내용 계열성과 교육과정상 보편적 학습 기회

초록

This study examined curricular progression and universal access in human bioethics education across middle school Moral Education, high school Integrated Social Studies, and Contemporary Society and Ethics in Korea’s 2022 Revised National Curriculum. Qualitative document analysis and frequency analysis were conducted on 69 achievement standards. The standards were classified as explicit, related, or not applicable and compared across three domains: the dignity of life and meaning in life, life crises and care, and biomedical ethics. The occurrence rates of human bioethics-related achievement standards were 22.7% in Moral Education, 6.7% in Integrated Social Studies, and 5.9% in Contemporary Society and Ethics. The dignity of life and meaning in life showed partial continuity across the three subjects. However, life crises and care did not continue explicitly beyond middle school, while biomedical ethics was absent from the common high school curriculum and reappeared only in a general elective, making learning opportunities conditional on course selection. Accordingly, this study tentatively proposes differentiated roles: Moral Education should provide foundations for respect for life and crisis response; Integrated Social Studies should establish a common basis in the right to life, community responsibility for protection, and basic biomedical ethics literacy; and Contemporary Society and Ethics should support issue-centered ethical inquiry. The findings are limited to learning opportunities formally specified in the national curriculum.

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