21세기 청소년 도덕성 증진을 위한 사회교육적 실천과제 = The Social Education for Developing The Morality of the Korean Youth Toward the 21th Century

다국어 초록 (Multilingual Abstract)

The aim of this study was to find the concrete tasks of the social education for developing the morality of the korean youth toward the 21th century
The social education in terms of moral influence was discussed in the following three dimensions of the so-called non-school curriculum :
1) The moral ethos of The Korean society as informal education
2) The formative forces of the mass media
3) The educational programs of social institutions and organizations.
II . The Moral ethos of Korean Society as non-school curriculum
The discussion here was concentrated on the moral situation as it has been, which cannot be considered as positive conditions for developing the moral culture for the growing generations.
1. The driving value orientation of the society for youth are seen as related to social position, prestige, competition. licences, job, rather than to social meaning such as service, care, and good citizenship.
2. The social support are given to the sportsman, actors, singers rather than working people and technically gifted youths.
3. The overwhelming ethos of the moral insensitivity as shown in every sectors, especially among the leadership groups can be considered as negative influences as non-school curriculum for the youths.
4. The social system and institution have not yet embodied the high levels of moral values such as love. and care for the disadvantaged and the handicapped neighbors.
The Tasks to overcome these undesirable moral ethos and negative conditions for moral formation can be pursued in relation to social reform in general, such as the establishment of institutional control system, and consciousness raising movement of leadership and educator groups
III. The Nature of Moral Experiences with Mass Media
The above mentioned problem of social ethos are mostly reflected in the man media as well, especially value orientations such as consumerism, violence, sensualism, superficiality, and source of pseudo-reality are analyzed as problematic forces as moral education.
The Task for overcoming these negative influences of mass media can be pursued in three direction : The one is to provide the counter-media education or media awareness training, and the other is to establish the institutional system for accountability and professional ability of media program staff. The third task is to strengthen the self-control system of media institution, and to encourage media audience movement such as monitoring, accusation, and puchasement refusals.
IV. The Intentional Education of Social Institutions and Organizations.
As of 1997, there are 34 youth organizations involving 2.193.379 boys and girls, and many different kind of social institutions, religious agencies, and in-service educational centers affiliated with business and industries. These institutions and organizations are all operating some sorts of educational programs with moral implications.
It was recommended that they need to take the directions complementary to the education of other sectors such as school, family and mass media.
1. As a counterpart of the knowledge-based school education. they need to develop the community based experiences and activities.
2. As complementary to the sensationalism of the mass-media, the education should be concerned with "the learning to be" or religiosity, spirituality education.
3. As complementary the recreation and consumer centered learning of the mass media, they should concentrate on the job and work oriented values to be integrated into the total meaning of life.
4. While the value and taste of the youth are foreign culture -oriented, they need to offer balanced values education between global culture and Korean cultural identity.
In conclusion, two recommendations need to be added concerning the educational method for value formation.
First, the method of moral formation should concentrate on the real experiences, activities and personal meetings so as to nurturing the moral motivation and feeling.
Second the method should take the holistic approach rather than traditional disciplinary ones.

목차 (Table of Contents)

• I.학교 외적 환경으로서의 사회 윤리적 환경
• II.도덕교육 과정으로서의 생활세계 경험
• III.영상적 가치 체험으로서의 대중매체
• IV.사회기관이나 단체들의 가치교육에 대한 의도적 노력
• V.맺는 말