본 논문의 목적은 한국의 교육과정은 왜, 그리고 어떻게 세계화 할 수 있을까 하는 문제에 대하여 이론적으로 현실적으로 접근하는 길을 보여주는 데 있다. 먼저 세계화교육과정의 사회적, 철학적 그리고 이 같은 분석의 기초 위에 교육과정의 세계화가 추구해야 할 목적-목표의 진술이 시도되었고, 그 목표들이 교육수준별로 어떻게 차별화될 수 있는가를 논하였다. 마지막으로 이와 같은 목표가 실현되기 위하여 기존의 교과교육과 특별활동을 포함하는 전체 교육과정의 구조 속으로 세계화 내용과 방법이 어떻게 융합 내지 통합될 수 있는가 하는 방안을 모색 제시하였다.

Ⅰ. "Globalization" as an imerging paradigm of curriculum. The concept of globalization indicates a new life situation of our age and implies a new frame of reference in every aspect of our society, an important paradigm for solving complicated problems we are facing today, including education. That is why the education reform movement of Korea are aiming at the globalization of education as important goal of innovation. Ⅱ. Analysis of educational needs for globalization of curriculum. Globalization of curriculum requires an anslysis of social, philosophical, and psychological foundations of Korean education as following: 1. Social foundations of globalization. 1) Globalization of living conditions (1) Revolution of information network and globalization of culture (2) Extention of world political network (3) Universalization of free world and free market (4) Increment of interdependent global problems (5) Universalization, pluralization, and routinization of global participants 2) Korean needs for global education The additional needs for global education can be reconceptualized with respect to Korean society: (1) Globalization of education as a power in the competative global community, (2) The change of international status of Korea and its educational needs. (3) Globalization of Korean culture and its educational needs. 2. Philosophical foundation of global education Concerning globalization of education, three philosephical issues are discussed here: 1) Globalism vs. nationalism 2) Universalism of world culture vs. cultural relativism 3) Globalization and the changing image of "educated person" 3. Present situations of global education and its educational needs A survey done by the Korean Unesco indicated a rather low level of international understanding on the part of students as well as teachers. It also revealed a strong educational needs for global perspectives to be persued through the development of curriculum. Ⅲ. The aim and goals of global education On the basis of the foregoing considerations of hpilosophical, social and psychological foundations, the following aims and goals are suggested for the development of curriculum. At the same time, how the goals can be further developed and specified was discussed. The aims of the cultivating the global education here were suggested to be "international/global perspective and competency" in the interdependent world community. Tje goals are summarized as following 1) Development of sense of global family and planet awareness. 2) Awareness of cultural and racial plurality and tolerence with the differences from the view point of cultural ralativism. 3) Understanding of interdependence and interrelatedness of the world nations. 4) Cultivation of hlobal competency and communication 5) Understanding the role of Korea in changing world society. 7) Knowing the importance of global and futuristic perspective in the personal-social problem solvings. 8) Recognizing the needs for globalizing the Korean culture. 9) Unerstanding the global dynamics and roles of institutions for international and global cooperation. Ⅳ. Ways of Globalizing the Curriculum There are two ways of globalizing curriculum, ane independent forms of course or subject-matter, and the other the infusion of global perspective into each subhect-matter throughout the whole curriculum areas. Although the individual schools can globalize the curriculum in both or either way depending on their preference, the infusion approach are considered more essential for its effectiveness achieving the global perspective. The infusion of global perspective into the existing curriculum can be made in the following five ways: 1. Infusion A When the nature of subject-matter or course itself are dealing with world affaires or other countries like world history and geography, the contents can be truly globalized by reorganizing it for students to see them in terms of their relation to our prese