국내 죽음교육 프로그램 연구에 대한 비판적 해석통합：기능주의적 접근에 대한 비판을 중심으로

초록

This study critically examined how and to what extent death education program research conducted in Korea has engaged in the existential dimension of death. Using Critical Interpretive Synthesis (CIS), 27 studies on death education programs implemented with actual learners in Korea since 2000 were analyzed. The analysis was guided by three theoretical dimensions: existential education, relationality, and transformative learning. The findings indicate that Korean death education program research tends to (1) treat death as an object of knowledge within an information-learning mode; (2) frame preparation for death as a set of tasks and procedures to be completed; (3) reduce death to an object of emotional management and psychological acceptance; and (4) remain within a solipsistic conception of death in which the Other is absent. These tendencies suggest that existential understandings of death, when translated into educational practices, are reconstituted within the functionalist discourse of contemporary society. As an alternative to this functionalist reduction, this study conceptualizes death education as transformative learning through which learners disrupt their existing systems of meaning and come to encounter themselves, others, and the world anew.

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