도덕과 내용지식으로서 죽음에 관한 연구 = A study on death as content knowledge in moral education curriculum

다국어 초록 (Multilingual Abstract)

The topic of death has been selected as content knowledge in the moral department since the moral curriculum announced in 2015. In the 2015 public notice, it was assigned to the ‘relationship with nature and transcendence’ area, but in the 2022 public notice, it was moved and placed in the ‘relationship with self’ area. Despite changes in the arrangement of the areas, the meaning is generally guided by the idea that death should be interpreted as ‘the finiteness of life, while recognizing the preciousness of one’s only life and planning one’s future life and practicing it faithfully.’ Interpreting death as the finitude of life presupposes that one becomes nothing after death, and this calls for the awakening of the meaning of life. I looked at the problems inherent in this approach and sought alternatives. We experience death in the faces of others. The phenomenology of death is only based on my experience of the death of others. When dealing with the issue of death in moral education, we must face this phenomenological fact and prioritize a moral philosophical approach to the death of others Giving meaning to the death of others helps us build deeper ethical relationships with others. Furthermore, through moral classes, students will be able to develop an attitude of respect and concern for others who are vulnerable to death, and have an opportunity to take an ethical approach with interest in the lives and fates of others.

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