Goals and contents of Social Ethics Education in Korea

김국현 한국윤리학회 2015 倫理硏究 Vol.101 No.1

The aim of this paper is to discuss goals, contents, and new orientation of Social Ethics Education in Korea. For this aim, definition of concept of social ethics, change of learning theme of Social Ethics Education of Korean Moral Education Curriculum, and educational tasks for more effective implementation of Social Ethics Education in High School are discussed. Firstly, to define concept of Social Ethics and Social Ethics Education focused on its constructs, aim, values, principles. Secondly, to analyze Moral Education Curriculum from The Fifth Moral Education Curriculum to Newly developing Moral Education Curriculum that will be implemented from 2018. Curriculum Analysis is focused on goal, principles, core values, objectives, and contents of Social Ethics Education on the Korean High School. Thirdly, to discuss educational tasks of Social Ethics Education such as learning materials development based on ethical thought and life history or narratives of Korean and State which are past life experiences under unfair and corrupt social structure. The aim of Social Ethics education has been to educate student as moral agent who has moral responsibility for making social structure fair. In Newly developing Moral Education Curriculum, Social Ethics Education on High School will be implemented through three courses as ‘Ethics and Thought’, ‘Life and Ethics’, ‘Classics and Ethics’. They include learning theme such as climate justice, the duty of foreign aid, terrorism and war as Global Social Ethics. And ethical inquiry and ethical reflection on morality of social structure and individual morality to groups, institutions, policies as social persons are emphasized as effective teaching and learning methods of Social Ethics Education.

인공지능윤리교육의 국내 연구 동향 분석

김경주,조정원 (사)디지털산업정보학회 2023 디지털산업정보학회논문지 Vol.19 No.4

This study examined research trends in AI ethics education and attempted to suggest a direction for AI ethics education. As a result of the research, two studies were conducted in 2017. There are no studies in 2018 and 2019, and there are 6 studies in 2020. Since then, research has continued to increase, with 19 studies in 2021 and 18 studies in 2022. There were a total of 37 lead authors of the study. There were six lead authors who had published papers for more than two years, and two lead authors who had published papers for more than three years. In addition, to examine the details of AI ethics education, a total of 265 keywords that went through a refining process were divided into education-related, ethics-related, AI-related, and other-related. Although the necessity and importance of research on AI ethics education is expected to increase, there are not many researchers who continuously conduct research on AI ethics education. Accordingly, there is a need to find ways to continue research on AI ethics education. AI ethics education is being conducted under various names such as moral education, ethics education, liberal arts education, and AI education. Accordingly, research on AI ethics education at various levels and forms should be conducted, not just educational research on artificial intelligence ethics in terms of regular subjects.

지식기반사회 공학교육의 발전방향 탐색: EAC를 넘어 EAL로

편경희(Kyunghee Pyun),송동주(Dong Joo Song) 한국공학교육학회 2011 공학교육연구 Vol.14 No.2

The purpose of this research is to search for directions in engineering education development in a knowledge-based society in terms of ‘engineering ethics education’. Engineering ethics education, having been recognized as an inter-disciplinary research field between engineering and philosophy, is a field that has been a major issue in countries that execute engineering education accreditation. And engineering ethics education has been a peculiar research field focused on EAC(Ethics across the Curriculum). Therefore, this study has deduced several results by critically reviewing the extant EAC-related literatures. First, accomplishments by various researchers that may well quoted as the leader of engineering ethics study and education or the educational achievements of Kanazawa Institute of Technology in Japan are considerably substantial. However, the EAC discussions thus far still raise numerous barriers and unsolved issues. Second, the discussion of EAC thus far comprehends limitations such as a shortage of the recognition of inter-disciplinary study in the field of education and insufficient participation by education majors. Third, the engineering and philosophy field experts who have been leading EAC discussions have been pursuing integrated education courses either consciously or unconsciously. Fourth, EAC discussions may expand by again illuminating the intent of integrated education courses in terms of ‘education and the study of education’, and this new facet can be summed up with a new term, EAL, which stands for ‘Ethics across the Living.’

Goals and Contents of Social Ethics Education in Korea

( Kuk Hyeon Kim ) 한국윤리학회 2015 倫理硏究 Vol.101 No.1

The aim of this paper is to discuss goals, contents, and new orientation of Social Ethics Education in Korea. For this aim, the definition of concept of social ethics, changes of learning theme of Social Ethics Education of Korean Moral Education Curriculum, and educational tasks for more effective implementation of Social Ethics Education in High School are discussed. Firstly, to define concept of Socia Ethics and Social Ethics Education focused on its constructs, aim, values, principles. Secondly, to analyze Moral Education Curriculum from The Fifth Moral Education Curriculum to Newly developing Moral Education Curriculum that will be implemented from 2018. Curriculum Analysis is focused on goal, principles, core values, objectives, and contents of Social Ethics Education on the Korean High School. Thirdly, to discuss educational tasks of Social Ethics Education such as learning materials development based on Korean ethical thought and life history or narratives of Korean which are past life experiences under unfair and corrupt social structure. The aim of Social Ethics Education has been to educate student as moral agent who has moral responsibility for making social structure fair. In Newly developing Moral Education Curriculum, Social Ethics Education on High School will be implemented through three courses such as ‘Ethics and Thought’, ‘Life and Ethics’, ‘Classics and Ethics’. They include learning theme such as a climate justice, the duty of foreign aid, terrorism and war as Global Social Ethics. And ethical inquiry and ethical reflection on morality of social structure and individual morality to groups, institutions, policies as social persons are emphasized as effective teaching and learning methods of Social Ethics Education.

초등학교 교과서에 나타난 정보통신윤리 교육 내용 비교 분석

조정표,이철현 한국실과교육학회 2012 한국실과교육학회지 Vol.25 No.1

This study tries to analyze the contents of textbooks in elementary school in terms of information ethics and to make suggestions for improvement in future. With information ethics education guidance released in 2005, information ethics part from ICT literacy examination of 2007, and updated 2007 education curriculum, I have analyzed available textbooks. I could draw following conclusions and implications from this study. First, information ethics education is mostly dealt in 'moral education' and 'practical arts'even though information ethics sections are included in 'disciplined life', 'Korean Language','moral education', and 'practical arts' textbooks Second, the details in information ethics education are formulated without consideration to student's developmental stage. Only 51.4% of information ethics education materials are developed in correspondence with child's development. Third, there are great differences in education details according to our study on elementary school textbooks. Subjects in elementary education have their own unique teaching objectives. Materials in textbooks are defined in a way to meet teaching objectives, and it is not easy to integrate information ethics education into existing subjects. If information ethics education is included in curriculum, it will include materials that are viewed as "most important". And we can not avoid overlapping of education contents as details are determined without much interdisciplinary consultation. Therefore, there should a new, integrated subject for information ethics education in order to provide effective information ethics education that is very crucial in information age. 이 연구의 목적은 초등학교 교과서에 나타난 ‘정보통신윤리’ 교육 내용을 비교 분석하고 초등학교 정보통신윤리 교육에 대한 시사점을 찾는데 있다. 이 연구의 목적을 달성하기 위하여 학생ICT 활용능력 기준(ISSS)(2001), 초․중등학교 정보통신기술 교육 운영지침 개정안(2005), ICT 리터러시 검사도구(2007)의 연구 결과 중 정보통신윤리 관련 영역을 토대로 분석 준거를 설정하였고, 이를 이용하여 2007 개정 교육과정에 따라 편찬된 교과서를 분석하였다. 이 연구의 결과를 통해 다음과 같은 결론 및 시사점을 얻었다. 첫째, ‘바른생활’, ‘국어’, ‘도덕’, ‘실과’ 교과서 중 정보통신윤리 내용은 ‘도덕’, ‘실과’ 교과서에집중적으로 편성되어 있음을 알 수 있었다. 둘째, 정보통신윤리 영역의 세부 사항이 아동의 발달 단계에 맞게 제시되지 않고 있다. 전체 교과서에서 나타난 정보통신윤리 내용 중 51.4%만이 적용 단계에 맞게 제시 되었다. 셋째, 교과서에 제시된 정보통신윤리 영역의 세부 항목에 대해 빈도의 편차가 크게 나타났다. 초등교육과정의 교과들은 각각의 고유한 교과 목표를 가지고 있다. 교과 목표를 달성하기 위한교과서의 내용은 한정적일 수 밖에 없고, 이 교과내용에 정보통신윤리 영역을 통합하여 나타내기란 쉽지 않다. 설령 각 교과내용에 정보통신윤리 영역의 내용이 포함되더라도, 각 교과서에 포함될 정보통신윤리 내용은 그 시대에 가장 중요하다고 판단되는 내용일 경우가 높다. 그리고 전 교과의 통합적인 합의 없이 각 교과별로 내용이 협의되기 때문에 정보통신윤리 내용의 중복을 피하기 어렵다. 이에 정보화 사회에서 꼭 필요한 정보통신윤리 교육이 효과적으로 이루어지기 위해서는 정보통신윤리를 종합적으로 포함하는 교육프로그램 개발과 더불어 창의적 체험 활동, 방과후교실 등을 통해 정보통신윤리 교육을 할 수 있는 시간을 안정적으로 확보하는 일이 필요하다.

의과대학 학생들의 연구윤리에 대한 인식과 학습목표 달성도분석

채수진,임기영 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.2

Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics. Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.

CAI 모델 기반 인공지능 윤리 교육 프로그램 개발 및 효과 분석

전수진 한국컴퓨터교육학회 2023 컴퓨터교육학회 논문지 Vol.26 No.1

The purpose of this study is to analyze the effect by presenting a CAI ethics education model for AI ethics education and constructing and applying an education program. To this end, a CAI ethics education model and program composed of 'Concept-Activity-Impression)' was designed and its validity verified by 10 experts. In addition, the AI ​​ethics education area was divided into 'Social impact', 'Data ethics', and 'Algorithm ethics', and an education program that can be matched and guided so that various AI ethics issues can be taught simultaneously with AI literacy education was presented. This AI ethics education program was applied to 79 students of H University and the level and change of AI ethics awareness was analyzed. AI ethical awareness showed significant changes in some items of ethics issues of anti-discrimination and reliability. It is hoped that this CAI ethics education model-based education program will serve as an example to be applied not only to universities but also to elementary and secondary schools. 본 연구의 목적은 AI 윤리 교육을 위한 CAI 윤리 교육모델을 제시하고 교육 프로그램을 구성하여 적용해봄으로써 그 효과를 분석하는 것이다. 이를 위해 ‘개념(Concept)-활동(Activity)-소감(Impression)’로 구성한 CAI 윤리 교육 모델 및 프로그램을 설계하여 10명의 전문가에게 타당도를 검증받았다. 그리고 AI 윤리 교육 영역을 ‘사회적 영향’, ‘ 데이터 윤리’, ‘알고리즘 윤리’ 로 나누어 제시하고 다양한 AI 윤리 이슈를 AI 소양 교육과 동시에 지도할 수 있도록 매칭하여 지도할 수 있는 교육 프로그램을 제시하였다. 이러한 AI 윤리 교육 프로그램을 대학생 79명에게 적용해 보고 AI 윤리 인식에 대한 수준과 변화를 분석하였다. AI 윤리 의식은 차별금지, 신뢰성의 윤리 이슈의 일부 문항들에서 유의미한 변화를 보였다. 본 CAI 윤리 교육 모델 기반의 교육 프로그램이 대학 뿐 아니라 초중등학교 현장에 적용되기 위한 사례가 되길 바란다.

"의사소통 윤리"에 대한 인식 및 교육 현황 -설문 조사 및 화법 교육 교재 내용 분석을 중심으로-

서영진 ( Young Jin Seo ) 국어교육학회 2014 國語敎育學硏究 Vol.49 No.1

본고는 의사소통 윤리에 대한 인식과 교육 현황을 살피기 위해 초·중등학교 국어 교사 및 화법 교육 전문가들을 대상으로 의사소통 윤리 교육과 관련된 인식을 설문 조사하고, 학교 화법 교육 내용을 규정하는 교육과정과 대학생 및 일반인 대상 화법 교육 교재로 활용되는 교양 화법서의 의사소통 윤리 관련 내용을 분석하였다. 그 결과, 현재 의사소통 윤리 교육의 필요성에 대한 공감대는 폭넓게 형성되어 있음을 확인하였다. 그러나 의사소통 윤리에 대한 개념틀이 명료하게 확립되지 못하고 있었으며, 관련 내용들은 대화 담화를 중심으로 피상적으로 제시되는 데 그치고 있었다. 국어과 교육과정에 ‘듣기·말하기의 윤리’라는 범주가 설정되어 있기는 하지만, 그 의미가 축소되어 이해될 가능성이 높아 애초의 취지를 구현하는 데도 한계가 있는 상황이었다. 이에 의사소통 윤리 교육과 관련된 기존 논의의 강점·약점·기회요인·위협요인을 분석하여 의사소통 윤리 교육을 뒷받침하기 위한 논의를 제안하였다. 그것은 의사소통 윤리에 대한 의식적인 관심 가지기, 의사소통 행위에서 윤리성을 논의해야 하는 목적에 부합하는 의사소통 윤리 개념 설정하기, 문제적 의사소통 문화 개선에 기여할 수 있는 의사소통 윤리 요소를 구체화하고 이를 교육과정에 체계적으로 반영하기, 의사소통 윤리에 대한 선언적·학술적·계몽적 접근에서 벗어나 화법 교육의 관점으로 교육하는 방법 마련하기이다. 본고의 논의는 화법 영역 교육과정에서 ‘듣기·말하기의 윤리’ 범주의 의미와 그 구성 요소를 구체화하는 데 기여할 수 있을 것이며, 나아가 의사소통 윤리에 대한 관심을 제고하고 의사소통 윤리 교육의 활성화에 단초를 제공할 수 있을 것이다. This paper tried to look into a necessity that more direct and active education on communication ethics is required in speaking education. For this purpose, researches on communication ethics education and its recognition of Korean language teachers and speking education experts were conducted and factors of communication ethics in speaking educa-tion contents were analyzed. In result, it is found that many people share a view that communica-tion ethics education is currently needed. However, concepts of commu-nication ethics were vague and poorly established. Further, contents of communication ethics existed fragmentarily in dialogue or conversation aspects. In the Korean language education curriculum, although there was a category of ‘Hearing & Speaking Ethics’, the concepts were nar-rowly established.Hence this paper analyzed pre-existing arguments on communica-tion ethics through a prism of Strengths·Weaknesses·Opportunities·Threats and suggests a direction of communication ethics education and research in the future. Main suggestions are: to pay intentional attention on communication ethics; clear establishment of relevant concepts on communication ethics; more emphasis of factors on communication eth-ics to improve problematic communication culture and apply the factors to the curriculum; and careful preparation of how to educate communica-tion ethics from a perspective of speaking education beyond declaratory, academic and enlightening approaches. The author hopes this paper with the findings reinvigorate an inter-est in communication ethics and pave a way to strengthen communica-tion ethics in Korean language education.

학생선수를 위한 온라인 스포츠윤리 교육프로그램 개발 기초연구

임다연,도재우 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.5

One of the qualifications required for athletes is sports ethics, which enables moral judSment in the face of ethical conflicts at sports sites. Sports ethics education proSrams are developed and operated alonS with awareness of the need for sports ethics. However, education for student athletes is hard to find. The need for sports ethics education for student athletes is increasinS not only because ethical problems continue to arise in school sports events, but also because moral0 education is more effective when learners are younS. However, student athletes have time and space constraints on their participation in sports ethics education due to their studies, traininS, and participation in competitions. In this respect, online education, which students can learn anytime, anywhere, can be an appropriate way to provide sports ethics education to student athletes. The purpose of this study is to provide basic understandinS and direction for the development of online sports ethics education proSrams for student athletes. The survey was conducted on student athletes leaders, sports ethics education instructors, and adult athletes to investiSate their experiences and view on student athletes' sports ethics education, and focus Sroup interviews were conducted with online education experts and sports ethics education experts to derive the direction of development of online sports ethics education proSrams. Based on the research results, this study presents the direction for the development of online sports ethics education proSrams for student athletes. We hope that the results of this study can be used as basic data for the development of hiShly accessible sports ethics education proSrams for student athletes. 스포츠선수들에게 요구되는 자질 중 하나는 뛰어난 경기 역량뿐만 아니라 스포츠현장에서 직면할 수 있는 윤리적갈등 상황에서 바람직한 판단을 가능하게 하는 스포츠윤리성이다. 스포츠윤리의 필요성에 대한 인식과 함께 스포츠윤리교육프로그램이 개발, 운영되고 있다. 하지만 이러한 교육들 중에 학생선수를 위한 교육은 찾아보기 어렵다. 초중등스포츠 경기에서도 윤리적인 문제가 지속적으로 발생하고 있음은 물론이고 윤리적 판단능력 함양에 대한 교육은어릴 때 수행하는 것이 효과적이라는 측면에서 학생선수를 위한 스포츠윤리 교육의 필요성은 증대하고 있다. 하지만학생선수는 학업과 훈련, 대회 참여 등으로 스포츠윤리 교육의 참여에 시간적, 공간적 제약을 가지고 있다. 이러한측면에서 언제나 어디서나 교육을 가능하게 하는 온라인 교육은 학생선수들에게 스포츠윤리 교육 제공을 위한 방법이될 수 있다. 본 연구의 목적은 학생선수를 위한 온라인 스포츠윤리 교육프로그램 개발을 위한 기초자료를 마련하는것에 있다. 구체적으로 학생선수를 위한 스포츠윤리 교육 현황과 요구에 대한 인식과 온라인 스포츠윤리 교육프로그램의개발 방향을 탐색하였다. 학생선수 스포츠윤리 교육에 대한 인식과 요구조사를 위해 학생선수 지도자, 스포츠윤리교육 강사, 성인선수를 대상으로 설문조사를 수행하였고, 온라인 스포츠윤리 교육프로그램의 개발 방향 도출을 위해온라인 교육 전문가와 스포츠윤리 교육 전문가를 대상으로 포커스 그룹 인터뷰를 수행하였다. 연구결과를 바탕으로본 연구는 학생선수 대상 온라인 스포츠윤리 교육프로그램 개발을 위한 방향을 교육대상, 교육시간, 교육내용, 교육방법, 교육결과, 온라인 교육 형태, 교수-학습전략으로 구분하여 제시한다. 현재 학생선수를 위한 전문 스포츠윤리 교육이없는 상황에서 본 연구의 결과가 접근성 높은 스포츠윤리 교육프로그램 개발에 기초자료로 활용될 수 있기를 기대한다.

법학전문대학원에서의 법조윤리 교육의 실태와 개선방향

최단비(Choi Dan Bie) 원광대학교 법학연구소 2014 圓光法學 Vol.30 No.2

The method of selecting attorneys in Korea is changed from bar exam to Law school in 2009. Under the act on the establishment and management of professional Law schools, legal ethics is adopted as one of the required courses for the exam to be attorneys. Because there is no course that is legal ethics under bar exam system, reviewing the state and how performs the education of legal ethics in Law school is important at this stage which is after 5 years from starting the Law school system. Therefore, the purpose of this paper is to look behind the education of legal ethics in Law school for 5 years and review the problems of the education of legal ethics. Afterwards the purpose of this paper is to provide the solution for the problems of legal ethics in Law school at this stage. In addition, Refering the study about education of legal ethics in Japan Las school which has been started 5 years ahead of us in 2004 such as how performs the education of legal ethics and which problems indicate is helpful. Therefore this paper compare the education of legal ethics in Korea Law school with Japan such as the state of education of legal ethics, which curriculum time is best, qualification of professor for legal ethics, range of education, teaching method and curriculum. Through these comparative and review, this paper point out problems of current education of legal ethics such as education level which enumerate the articles of Attorney At Law Act under the circumstances that the test type is only optional and the goal of education is preparing for the test of legal ethics by Ministry of Justice. After this pointing out, this paper provide the new teachig method such as performing the deepen learning by expressing students' own view through report and/or discussion and investing time for specific theme for deepen learning.