신세대논단:북한의 자력갱생원칙연구

임용경 북한연구소 1982 北韓 Vol.- No.126

東學亂의 社會變動論的 分析

林容慶 서울대학교 1986 社會와 思想 Vol.7 No.1

도덕과 교육의 통합적 접근방안에 관한 연구 : 뒤르껭의 '도덕교육론'을 중심으로

임용경 仁川敎育大學校 1993 論文集 Vol.27 No.2

A variety of substantive notion of education which refer in the main to learning activities, there is another class of such notions which is charatenzed by directiveness, since they are associated with individual ideals, or with proposes or goals which individuals allege either are, or ought to he universal. Generally education's direction, and the activities which give it that direction, are influenced not so much by those repersenting the mean of social opinion, or by mere conformism with socil tradition, but by individuals with high standards for the development of other individuals. They have learnt to appreciate such things as rationality, human sympathies and artistic sensibilites, as well as high standards of performance in a range of human accomplishment. The question of what is to count as improvement in moral education is not difficult to answer with respect to children before they are able to reason, for then their moral education is concerned with knowledge of substansive rules governing what ought to be done, social expectations. Morality depends on the orchestration of humane canring, objective thinking, and determined action. Moraity is neither good motives nor right reason nor resolute action ; it is all three. The three elements of morality seemed to work as one. Indeed, there was no discernible separation between one's feelings, thoughts, and action : they seemed to fit together at once, as part of a united front against a common threat. Morality is, according to Durkheim, tied to specific contents, acts, rules, behaviors. His comprehensive treatment of of moral education encompasses the issues, problems, and concept that concern therists and practioners of moral education. He thinks that the influence of education is not applied to a tabyla rasa. The child has his own nature, and in order to act intelligently on this nature, we must first of all seek to understand it. He talks about three basic elements of morality ; discipline, attachment to society, and automy. Morality is not simply a system of customary conduct. It is a system of commanments. We confront another aspect of morality : at the root of moral life there is, besides the perference for regularity, the notion of moral aythority. These two aspects of morality are colsely linked, their unity derving form a more complex idea that embraces both of them. This is the concept of discipline. Discipline in effect regualizes conduct. It implies repetitive behaviour under determinate conditions. But discipline does not emerge without authority. Therefore, the fundamental element, of morality is the spirit of disciline. If man is to be all moral being, he must be devoted to something other than himself ; he must feel at one with a society, however lowly it may be. This is why the first task of moral education is to reunite the child with the society immediately surrounding him, that is to say, with the family. In a general sense, morality begins where and when social life begins, but there are nonetheless different degrees of morality, if for no other reason than that all human societies are not of equal moral value. It can enjoy moral primacy only on the condition that it is not conceived of as as unscrupulously self-centered being, solely preoccupied with expansion and self-aggrandizement to the detriment of similar entities ; but as one of many agencies that must collaborate for the progressive realization of the conception of mankind. The school is the only moral agent through which the child is able systematically to learn to know and love his country. Obligation or discipline becomes only an adventituous attribute of moral laws. By themselves, moral laws are not necssarily imperative ; they take on this quality only when in conflict with the temperament and when they most exercise authority of overcome in impassioned resistanes. Oblgation is as essential element of every moral precept, and need to be constrained bounded, restricted-our intellectual as well as our emotional nature. In reality, reason is not a transcendent faculty ; it is part of nature and consequently is subject to the laws of nature. The autonomy that it confers on us is logically possible ; but is has not and never will have anything to do with reality. Since we are and always will be sensate as well as rational human beings, there will always be conflict between thers two parts of ourselves and heteronomy will always be the rule in tact if not by right. What the moral conscience demands is an effective autonomy, it is true : not only for some unspecified ideal being, but for such beings as we ourselves are. The defining characteristic of persons of good moral character is the defensibility of their moral views. It is a clear that another defining feature of persons of good moral character is that they have an altruistic nature.

北韓 政治敎育의 比判的 考察

林容慶 仁川敎育大學校 1988 論文集 Vol.22 No.2

국민학교에서의 도덕과 교수-학습목표의 구조화

임용경 仁川敎育大學校 1992 論文集 Vol.26 No.2

The purpose of this thesis is the structuring of teaching-learning objects in elementary moral education, The object of moral education can be divided as follow, in individual aspect, it aims at ethical judgment and self-actualization. In national aspect, systems persistence and socio-political development. In international aspect, Korean identity and international sentiments may elevated to children. The education is defined attended activities for human behavior change. In a view of this definition, moral education can be redefine attended activities for moral behavior change, At curriculum setting-up, moral education must be relevant with object, contents, and evaluation relatively. Moral education must be focused on the development of morality. Morality is moral capability or disposition. Morality is consist of cognitive morality, affective morality, act-performance morality, and character morality. The object of maral education is very important because it determines direction of education, contents, methods of evaluation. According to B.S. Bloom and D.R. Krathwohl's taxonomy, I correspond to cognitive morality to cognitive domain and affective morality to affective domain. Addingly, I represent manifested verbs relevant with these moralities. I review problems of current moral education in elementary school. From the critical review, I conclude as follow. Firstly, we must enhance the level of complexity and internalization in object-statement. The object in current curriculum is inclined to be stated at understanding, receiving, and responding level at most. Secondly, we must advance teacher's structuring capacity on the object-establishment. Because of insufficient experiences and non-specialities, teachers have no insight on object-establishment. Teachers and administrators must be given consistent interest and opportunities of study-training for moral education as possible. Thirdly, we must strengthen affective morality. Indeed, current moral education is inclined to cognitive morality based on cognitive developmental psychology. It need to be supplemented by affective morality. Finally, we must introduce the impotance of moral education to students and teachers as well as parents. Facing to democracy and South-North Korea unification, we are put on emphasis to the moral education more than now. Having understanding the significance of moral education, we must have new recognition shift on it. For these reasons, the structuring of teaching-learning object is very urgent task of the moral education in elementary school.

도덕과 교육과정 구성의 기초 이론 연구

임용경 仁川敎育大學校 1995 論文集 Vol.29 No.1

The ideal human beings in educational viewpoint have pursued self-actualisation and ideal society ought to be support such a man. What is demanding of schooling have formed the man those who is good character as morally anchored man, having factual knowledge, considering and acting. Therefore fundamental tasks of education are internalized some moral sense and conscience to following generation. Since 1945, history in American Military Government period to the sixth curriculum on going. Especially in the present moral education curriculum alloted time per week diminished from two to one except grade 1 and 2. But the most problematical issue is that moral education is consistently depended on only Kholbergian Theory as moral judgement centered. What is accomplished on universal levels of moral behavior. A number of critics have argued that Kohlberg/s work has only partially disclosed the problems of moral education. The critics suggested that "how" morality is used does not say what morality is;that universality is highly suspect;that those are missing the affective domain dealing with "guilt", other-relatedness and so on." Kohlberg sees the importance of will in morality he does not give evidence of how to foster its development as an educational objectives. When one have confronted morally conflicts, one's expressed act is neither only cognitive morality nor affective one. The morality, as Slotin (nuclear physicist)'s case suggest, depends on the orchestration of humane caring, objective thinking, and determined action.; it is all three. Moral education is related not only cognitive, affective and act morality but also moral reasoning, understanding and beliefs seviously A complete taxonomy have three major parts-the cognitive, the affective, and the psychomotor domains. The cognitive development of intellectual abilities and skills. The affective domain includes objectives which describe changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment. Essentially moral behavior, its nature, are more closed the education must be center at affective domain as values and attitude education. In order to values and attitudes those performing and changing, it ought not to be like other knowledge-centered subjects and evaluational methods. The establishment on theory of values and attitudes education as moral education is suited values clarification that is advocated by the various subprocesses and skills so on. His value internalizing processing are organized feeling, thinking, communicating, choosing, and acting. Accordingly if we have throughly applicated these processings then cognitive, affective, and act morality will be accomplished the ideal goal of moral education

에밀 뒤르껭의 도덕성 이론에 관한 연구

임용경 仁川敎育大學校 1993 論文集 Vol.27 No.1

Durkheim defines social facts as ways of acting, thinking and feeling, external to the individual and endowed with a power of coercion, by reason of which they control him. What the has in mind are people`s habits, customs and general way of life as embodied in institutions, laws, morals and political ideologies. These may be at work in individual consciousness but they are distinguishable phenomena to be discovered by observing behavior in the large. According to Chazan, Durkheim may well be considered to be the father of modern moral education. Durkheim`s comprehensive treatment of moral education encompasses the issues, problems, and concept that concern theorists and practitioners of moral education today. Morality is, according to Durkheim, tied to specific contents, acts, rules, behaviors. Durkheim talks about three basic elements of morality: discipline, attachment to society, and autonomy. These elements are, according to Durkheim, "fundamental dispositions" as much as specific moral virtues. Morality means an impersonal or intation of activity. Self-serving action is never regarded as moral. To act morally is to act in terms of the collective interest. The domain of the moral begins where the domain of the social begins. There is an aspect common to all behavior that we ordinarily call moral. To conduct one`s self morally is a matter of abiding by a norm, determing what conduct should obtain in a given instance even before one is required to act. This domain of morality is domain of duty. The morality consist of a system of rules of action that predetermine conduct. Moral discipline not only buttresses the moral life. In effect, it follows that it performs and important fucation in forming character and personality. In fact, man is complete only as the belongs to several societies, morality itself is complete only to the extent that we feel identified with those different groups in which we are involved-family, union, business, political party, humanity. In a general sense, altruistic conduct in all its forms is universally considered as morally praithworthy. To act morally, it is not enough-above all, it is no longer enough -to respect discipline and to be committed to al group. Beyond this, sand whether out deference to a rule or devotion to a collestive idea, we must have knowledge, as clear and complete an awareness as possible of the reasons for our conduct. This consciousness confers on our behavior the autonomy that the public conscience from now on requires of every genuinely and completly moral being. The morally educated person is one who has learned to live in a way that reflects a sense and practice of duty to set of social norms. Such duty and oblication should be accompanied by a sense of the goodness and value of such socialization. The duty, society, and autonomy traits become main components of the curricular and cocurricular school program. Durkheim`s theory of moral education that emerges becomes a touchstone to which most contemporary approaches to moral education respond and react.

초등학교에서 바람직한 통일교육 방안

임용경 전남대학교 글로벌디아스포라연구소 2004 전남대학교 세계한상문화연구단 국내학술회의 Vol.2004 No.11

도덕성 회복과 교육 주체

임용경 새얼문화재단 1995 황해문화 Vol.6 No.-

도덕과 교육과정의 성격 및 목표 분석

임용경 韓國敎員大學校 敎育硏究院 2005 敎員敎育 Vol.21 No.2