도덕교육의 서사적 접근에 관한 연구 = (A)study of narrative approach in moral education

다국어 초록 (Multilingual Abstract)

Moral education in Korea has mainly been carried out by a subject of moral or ethical education at school. In spite of its limitations in practice, it has been successful in cognitive area. However, it also has produced many problems in teaching and learning the subject of moral education. For example, to many students, learning is the one thing and practice is another. A student who has high capacity in studying morality often makes wrong doing in the everyday life.
We teachers should have some responsibilities for this matter. Every body ought to take over the current situations of moral corruption. First of all, we should change the environments of educationa condition in the classes.
We suggest some renovations in moral education. In this context, I consider some essential methodological problems in moral education, namely, narrative approach in moral education in this paper.
It is necessary fo us to transform the passive students in to active ones in moral subject, because they don't feel any identification in moral behaviors of moral heros in moral text at school. I suggest new methodological approach in moral education. It is the narrative approach in moral education.
I could justify my point with easy, because the traditional methodology, namely the propositional approach which has been oriented only to cognitive contents.
Narrative approach could be supported by new paradigm of thought, namely post-modernism as the spirit of the times, and new paradigm of ethics of virtue etc.
I made it clear what narrative ethics is by dividing it into three subcategories; narrative as a basis, narrative as a complement, and post-modern narrative.
I have proposed a narrative approach of moral education based on those propositions above with the respect of 'contents method', 'process method', and 'reflection method'.
Generally speaking, the 'contents method' reflects a conservative orientation to moral education. The 'process method' emphasis not on moral contents but on the process an individual uses to develop a moral position. Process theorists' stories are more student-centered. The stories emphasized in the process approach are those told by the students about themselves as well as those told by the teacher. The third approach is called 'reflection approach.' These theorists focus on the creation of meaning in moral action and call into question standard moral practices. Reflection theorists challenge traditional forms of moral stories and storytelling and tell new stories that aim to transform society into something more moral.
Each of the method to moral education in narrative approach has an important function and role in a solution to the problem at hand. Each method is necessary, but not sufficient, for a producing desirable moral education program. So the approaches need to be combined in such a way that their merits can complement each other.
Through applying these methods to the situation and the level of each learner, I expect, every students could realize the maxim of "doing what you have learned to do."

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 도덕교육의 상황 = 1
• 2. 연구의 이론적 배경 = 3
• 3. 도덕교육 방법론 바꾸기의 필요성 = 5
• 4. 내용의 구성 = 7
• Ⅱ. 서사윤리학의 형성 = 9
• 1. 철학적 배경 = 10
• 2. 윤리학적 배경 = 21
• 3. 도덕교육의 패러다임 = 26
• Ⅲ. 서사윤리학과 도덕교육 = 30
• 1. 서사윤리학이란 = 31
• 1) 서사의 의미 = 32
• 2) 삶과 서사의 관계 = 35
• 3) 서사윤리학의 의미 = 38
• 2. 서사윤리학의 제 입장 = 45
• 1) 토대로서의 서사 = 46
• 2) 보충으로서의 서사 = 51
• 3) 포스트모던적 서사 = 55
• 3. 서사윤리학의 도덕교육적 함의 = 63
• 1) 도덕 교육의 문제 = 64
• 2) 서사의 교육적 맥락 = 66
• 3) 서사의 도덕교육적 함축 = 70
• 4) 서사윤리학과 도덕교육의 접합 = 76
• Ⅳ. 도덕교육의 서사적 접근 = 80
• 1. 서사적 접근의 맥락 = 83
• 2. 내용적 방법 = 86
• 1) 내용 기법 = 89
• 2) 실천 기법 = 103
• 3) 교사의 역할 = 106
• 3. 과정적 방법 = 108
• 1) 대화 기법 = 109
• 2) 토의 기법 = 113
• 3) 교사의 역할 = 116
• 4. 비판적 방법 = 117
• 1) 성찰 기법 = 118
• 2) 구성 기법 = 122
• 3) 교사의 역할 = 126
• Ⅴ. 도덕교육에서의 서사적 접근의 한계와 전망 = 128
• 참고문헌 = 133
• Abstract = 142