도덕적 실천을 위한 도덕 판단력 교육 연구

다국어 초록 (Multilingual Abstract)

This study suggests the new paradigm of moral judgement education which turns moral judgement into moral practice. The current moral judgement education has been controversial for many years. It has put an emphasis on logical, rational education by the process of reasoning. But moral practice could not evolve through the process. The idea considers this world a simple system. The principle is too simple to relate moral judgement with moral practice.
In order to find out the correlation between moral judgement and moral practice, This paper deeply investigated the Akrasia of Socrates. There is some skepticism about his idea that knowing of a virtue automatically leads acting in accordance with it. Aristoteles said that Akrasia is based on the relation between the nous and practice. This is contrast with the notion about knowledge and practice. This paper shows that Aristoteles's thought is more effective in promoting moral practice. He insisted that Akrasia is sought not by relating episteme with action but by relating nous with action. In other words, he advances moral practice by approaching moral judgement based on the 'nous' but not 'knowledge'.
Then what is the nous as moral judgement? Some features of the nous, as Martha. C. Nussbaum picked out, are found in incommensurability of complex values, priority of particularity, emotion and imagnation and equilibrium of thinking, and to stimulate the nous, we need to use experience and literature. But this method is difficult to generalize. As a result, this paper expects that conversation in investigating community helps to cope with this problem, and advance moral judgement.
True conversation brings about moral practice. It matches "Who am I? with "What do I want to talk about?". The practice is made more possible if I talk about my identity.
This study has shown how the moral judgement relates with the moral practice, what kinds of features the moral judgement carries and how the features can lead to the moral practice though the conversation within investigating community.

목차 (Table of Contents)

• Ⅰ. 서론 8
• 1. 연구목차 8
• 2. 연구방법 10
• 3. 선행연구 11
• Ⅱ. 도덕 판단력 교육의 이론적 배경 14
• 1. 도덕 판단력 및 도덕 판단력 교육의 의미 14
• 2. 도덕적 실천의 의미 18
• 3. 도덕 판단력과 도덕적 실천의 상관성 20
• Ⅲ. 도덕 판단력 교육의 도덕 교육적 의미 30
• 1. 복합가치의 다양성을 고려하는 도덕판단 31
• 2. 특수성을 우선에 두는 도덕판단 36
• 3. 감정과 상상력을 중시하는 도덕판단 40
• 4. 균형적인 도덕판단 50
• Ⅳ. 도덕 판단력 교육의 주요 방법 57
• 1. 경험을 통한 도덕 판단력 교육 57
• 2. 문학을 통한 도덕 판단력 교육 60
• 3. 예술을 통한 도덕 판단력 교육 65
• 4. 도덕 판단력 교육의 방법에 대한 종합 평가 73
• Ⅴ. 도덕적 실천을 위한 도덕 판단력 교육 방향 78
• 1. 도덕 판단력 교육의 원리 78
• 2. 도덕 판단력 교육의 방법 88
• 3. 도덕 판단력 교육의 실제 99
• Ⅵ. 결론 104
• 참고문헌 107