옳음과 좋음의 통합 수업 모형 개발 및 적용 연구 : 칸트의 자기입법과 자기결정성이론(SDT)을 중심으로

국문 초록 (Abstract)

본 연구는 초등 도덕교육에서 지속적으로 제기되어 온 ‘도덕성과 행복의 분절’ 문제를 해결하고자, 칸트의 자기입법 개념과 자기결정성이론(Self-Determination Theory, SDT)의 기본 심리 욕구(자율성·유능성·관계성)를 통합한 ‘통합 도덕교육 모형(Integrated Moral Education Model)’을 제안하였다. 이를 위해 먼저 칸트 윤리학의 ‘자율성’ 개념을 심리학적 동기 구조와 연결하여 옳음과 좋음의 통합 가능성을 이론적으로 재구성하였으며, 이어서 초등학교 4·5·6학년 학생들을 대상으로 한 나선형 심화(Spiral Deepening) 방식의 실증 연구를 통해 모형의 적용 가능성과
효과를 분석하였다.
그 결과, 학생들의 도덕성–행복 인식은 발달 단계에 따라 4학년의 ‘개념적 분절’, 5학년의 ‘인지부조화’, 6학년의 ‘내면적 양극화’라는 질적으로 다른 양상을 보였다. 이때 ‘개념적 분절’, ‘인지부조화’, ‘내면적 양극화’라는 용어는 본 연구의 질적 자료(활동지, 서술 응답 등)를 주제 분석한 결과 귀납적으로 도출된 분석 범주이며, 이를 초등학생 전체의 보편적 발달단계로 일반화하는 것은 적절하지 않다. 본 연구의 통합 모형은 이러한 괴리를 단계적·발달적으로 통합하며, 4학년에서는 자기입법 경험을 통한 ‘경험의 통합’, 5학년에서는 보편화 정식 기반 가치 탐색을 통한 ‘개념의 통합’, 6학년에서는 공공선 기획을 통한 ‘개념의 도약’을 이끌어냈다. 특히 6학년 사례 분석에서는, 신뢰하는 교사와의 관계성(Relatedness)이 고차원적 인지 성찰을 이끄는 핵심 촉매(Catalyst)로 작용함을 확인하였다.
본 연구는 도덕교육에서 ‘규칙–가치–공공선’으로 이어지는 발달적 구조와, 인지적 통합이 정의적 토대 위에서 가능함을 실증적으로 보여주었다는 점에서 의의를 갖는다. 더 나아가, 철학적 자율성과 심리학적 동기이론을 접목한 본 통합 모형은 도덕을 규범의 언어가 아닌 ‘도덕적 행복’으로 경험하도록 하는 새로운 도덕교육 패러다임을 제시한다.

목차 (Table of Contents)

• I. 서론
• 1. 연구의 필요성과 목적 ······························································································ 1
• 2. 선행 연구 검토 ·········································································································· 7
• 3. 연구의 목적 및 문제 ································································································ 9
• II. 이론적 배경
• 1. ‘옳음’과 ‘좋음’에 대한 철학적 탐색: 아리스토텔레스와 칸트 ······················· 11
• 2. 심리학적 관점: SDT와 옳음·좋음 통합 ······························································ 15
• 3. 초등 도덕과 교육과정과 2022 개정 교육과정의 특징 ···································· 17
• III. 연구 방법
• 1. 연구 대상 및 절차 ·································································································· 21
• 2. 자료 수집 및 분석 방법 ························································································ 22
• 3. 연구의 윤리적 고려 ································································································ 22
• IV. 교육 현장 사례 분석: 학생 경험을 중심으로 본 괴리 구조
• 1. 분석 개요 ················································································································· 24
• 2. 학생들의 인식 분석: 분절, 부조화, 양극화 ······················································· 26
• 3. 시사점: 통합의 필요성 ··························································································· 27
• V. 통합 도덕교육 모형의 제안 및 적용 효과 분석
• 1. 모형의 설계 원리: 칸트의 자기입법과 SDT 욕구의 통합 ······························ 29
• 2. 통합 도덕교육 모형의 단계 및 구조 ··································································· 36
• 3. 적용 사례 1 (4학년): ‘우리 반 행복 규칙 만들기’ 프로젝트와 자율성(자기입
• 법)의 경험 ················································································································ 38
• 4. 적용 사례 2 (5학년): ‘사이버 존중’ 캠페인 수업과 관계성(보편화 정식)의
• 탐색 ··························································································································· 43
• 5. 적용 사례 3 (6학년): ‘학교 공공선’ 해결 기획과 유능성(실천적 지혜)의
• 확장 ··························································································································· 50
• 6. 종합 논의: 발달 단계별 통합 양상 ····································································· 58
• VI. 결론 및 제언
• 1. 연구 요약 ················································································································· 61
• 2. 연구의 의의 및 시사점 ·························································································· 61
• 3. 연구의 한계 및 후속 연구 제언 ·········································································· 63
• 참고 문헌 ·············································································································· 65
• 영문 초록 ·············································································································· 67
• 부록 ······················································································································· 69
• <부록 1> 상담일지 작성 양식 ··················································································· 70
• <부록 2> 연구 수행을 위한 학년별 수업 지도안 (총 2차시 구성) ···················· 71
• <부록 3> 수업 전 활동지 ··························································································· 77
• <부록 4> 수업 후 활동지 ··························································································· 78
• <부록 5> 4학년 활동지 및 수업 과정 ····································································· 79
• <부록 6> 5학년 활동지 및 수업 과정 ··································································· 102
• <부록 7> 6학년 활동지 및 수업 과정 ··································································· 123
• <부록 8> 질적 분석 코딩 기준표 (제V장 제5절 <표 6> 근거) ······················· 146
• <부록 9> 연구대상자 설명서 ··················································································· 148
• <부록 10> 연구 참여 동의서 ·················································································· 150
• <부록 11> 연구 자료 수집을 위한 주요 발문 및 질문 문항 ···························· 152