인문학의 사회적 실천을 위한 ‘매개인력’의 개념 재정립과 역량 체계 연구

초록

This paper aims to redefine the concept of humanities mediators based on S University’s Liberal Arts Education Research Institute’s ‘2025 Humanities Mediator Competency Enhancement Project’, systematize their core competencies, and interpret these from the perspective of liberal arts education and civic education. Previous operations of humanities programs for citizens tended to be biased toward ‘course provision’ and ‘operational tasks,’ resulting in an insufficient explanation of the process by which the public value of the humanities is translated into practice within the concrete contexts of citizens’ daily lives and local communities. This paper synthesizes prior research and field demand analysis to define humanities mediators as ‘professional activists realizing the social value of humanistic spirit and culture,’ formalizing them into a 3-Role Model: active knowledge translators, value-based planners, and community facilitators. Furthermore, using the competency framework of OECD Education 2030 as a reference, the core competencies of humanities mediators are structured into three elements: knowledge, skills, and attitudes/values. The practical validity of this competency system was examined through the operation, monitoring, and pre- and post-effectiveness evaluations of competency enhancement training for humanities mediators conducted across four regions throughout 2025. Finally, noting that the research was conducted by a university liberal arts education research institute, this paper argues that the project serves as a case study expanding the linkage between ‘education-assessment-social practice’ in liberal arts education, and derives civic education implications and policy proposals.

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