Journal of Christian Education in Korea (기독교교육논총)

The Korean Society of Christian Religious Education (한국기독교교육학회)
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Searching for a Curriculum to Reconceptualize Sexuality for Youth Sex Education : Nth Room Era, New Talk of 'Body' and 'Sex' from a Feminist Theological Point of View

청소년 성교육을 위한 성성(性性)의 재개념화 커리큘럼 모색 : N번방 시대, 여성신학적 관점에서 '몸'과 '성'을 새롭게 이야기하다

  • Received : 2021.08.27
  • Accepted : 2021.09.29
  • Published : 2021.09.30
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Abstract

The researcher looked at the differences in views and various controversies surrounding Korean youth sexuality education in the wake of the Nth Room incident, which had a great impact on modern Korean society. Sex education for adolescents in Korea can be divided into public sex education through school sex education and the Youth Sexuality Center, and conservative/traditional Protestant sex education. Public sex education is partly influenced by feminist sexual ethics and comprehensive sex education abroad. Based on gender sensitivity and the right to sexual self-determination, four major projects are prevention of sexual harassment, prostitution, sexual violence, and domestic violence. However, the school sex education standard was criticized for stereotypes of gender roles and gender-discriminatory content, reinforced distorted myths about sexual violence, and exclusion of sexual diversity and various family types. Conservative/traditional Protestantism is based on the normal family ideology such as bisexual marriage, premarital chastity, and sexual ethics recognized only within marital relationships. It is a form of confrontation with public sex education while strongly opposing it. The researcher first analyzed the characteristics of public sex education, conservative/traditional Protestant sexual ethics and sex education, feminist sex ethics and sex education, and overseas youth sex education, respectively, while composing the curriculum for Korean youth sexuality education. And as a more fundamental solution to youth sexuality education, I pointed out that there are limits to asceticism, premarital chastity, gender sensitivity and sexual self-determination education, and found an alternative to the concept of body and sex in feminist theology. The researcher pointed out that it is necessary to reconceptualize the body and sex under the recognition that the most fundamental cause of distorted sexual culture is dualistic sex and understanding the body, centering on the research of various feminist theologians. And this was conceptualized into three concepts: holistic sexuality, mutual solidarity understood in relationships with others, and sexuality as a spirituality that extends to the global community. And with each curriculum, 1) Holistic Sexuality: Breathing, Narrative, Making the Shape of One's Body and Mind 2) mutual solidarity : Feeling the Breath of Others, Media Literacy through Conscientization, Sending a Good Wind 3) Sexuality as a spirituality that extends to global concern: It was proposed to pay attention to nature and to co-cultivate it, to listen to the earth's moans and create a new way of life, and to write a prayer with the earth and fellow living beings.

연구자는 현대 한국 사회에 큰 충격을 던져주었던 N번방 사건을 계기로 한국 청소년성교육을 둘러싼 각종 논쟁들과 시각의 차이를 살펴보았다. 한국 청소년 성교육은 학교 성교육과 및 청소년성문화센터를 통해 이루어지는 공적 성교육과 보수적·전통적 개신교 성교육으로 나누어질 수 있다. 공적 성교육은 여성주의 성윤리 및 해외의 포괄적 성교육의 영향을 일부 받아 성인지 감수성 및 성적 자기 결정권을 기본으로 성희롱, 성매매, 성폭력, 가정폭력 예방의 4가지 예방을 주요 사업으로 실시 중이다. 단, 학교 성교육표준안은 성역할 고정관념 및 성차별적 내용, 성폭력에 대한 왜곡된 통념 강화 및 성적 다양성과 다양한 가족 형태의 배제 등으로 비판받았으며, 청소년성문화센터 교육의 일부 내용 역시 마찬가지의 비판을 받고 있다. 보수적·전통적 개신교는 양성에 의한 결혼 등의 정상 가족 이데올로기와 혼전순결주의, 결혼 관계 안에서만 인정되는 성관계 윤리 등을 기본으로 하여 청소년들에게 피임법을 성에 대한 생물학적이고 의학적 지식을 가르치는 것-피임법 등-에 대해 강하게 반대하면서 공적 성교육과 대치하는 형태를 이루고 있다. 연구자는 한국 청소년 성교육을 위한 커리큘럼을 구성하면서 먼저 공적 성교육, 보수적·전통적 개신교 성윤리와 성교육, 여성주의 성윤리와 성교육, 해외 청소년성교육의 특징을 각각 분석하였다. 그리고 청소년 성교육의 보다 근본적인 해결책으로 금욕주의나 혼전순결주의, 성인지 감수성과 성적 자기결정권 교육으로는 한계가 있음을 지적하면서 이의 대안을 여성신학에서 말하는 몸과 성 개념에서 찾았다. 연구자는 다양한 여성신학자의 연구를 중심으로 왜곡된 성인식과 성문화는 이원론적 성과 몸 이해가 가장 근본적인 원인이라는 인식 하에 몸과 성에 대한 재개념화가 필요하다고 지적하며 이를 통전적 성, 타인과의 관계 속에서 이해되는 상호연대적인 성, 전 지구적인 공동체로 확장되는 영성으로서의 성 개념의 세 가지로 개념화하였다. 그리고 각각의 영역을 위한 교육과정으로 1)통전적 성: 호흡하기, 내러티브, 자신의 몸과 마음의 형태를 만들어보기 2)타인과의 관계성 안에서 이해되어지는 상호연대적인 성: 다른 사람의 호흡 느껴보기, 의식화를 통한 미디어 리터러시, 선한 바람 보내기 3)전 지구적 관심으로 확장되는 영성으로서의 성: 자연에 주의를 기울이고 공동 경작하기, 지구의 신음을 듣고 새로운 삶의 형식 만들어가기, 지구 및 동료 생명체들과 함께 하는 기도문 작성하기로 제안하였다.

Keywords

Acknowledgement

이 논문 또는 저서는 2020년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임 (NRF-과제번호)(NRF-2020S1A5B5A17089170)

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