상사유재산의 자연법적 성격

강두호 한국국민윤리학회 1993 倫理硏究 Vol.32 No.1

도덕 교과에서의 행복 추구에 대한 분석적 접근

강두호 한국윤리학회 2020 倫理硏究 Vol.129 No.1

Happiness is one of the main themes in Moral Studies. In the current curriculum of Moral Studies, it is laid on the basis of the content system in the elementary school. In the middle school it is talked about the essence, condition, and method. As for the high school, three subjects set up it as content elements according to their character respectively. Moral Studies gives students some advices: to establish the happiness as the ultimate purpose of life and to pursue it through moral virtues; to take notice of controlled pleasure remaining calm, and of abstinence shaking off the passion corresponding to the law of nature; and to aim at the genuine happiness on the basis of the transcendent viewpoint as a spiritual being. The teacher should instruct their students to take the art to become happy and to get the will to live happily. 행복은 도덕 교과에서 비중 있게 다루어지는 주제들 가운데 하나다. 도덕과 교육과정은 초등학교의 경우 행복을 교과 내용 체계의 기저에 두고 있다. 중학교의 경우는 행복의 본질과 조건, 방법에 대하여 논한다. 고등학교의 경우 세 개의 과목들은 각 과목별 성격에 맞춰 행복을 그 내용 요소로 정해 놓았다. 도덕 교과는 학생들에게 행복을 삶의 목적으로 설정하고 덕을 통해서 그것을 추구할 것, 쾌락을 찾되 평정을 잃지 않거나 또는 금욕으로써 정념에서 벗어나는 일에도 유의할 것, 영적 존재로서 초월적 관점을 바탕으로 진정한 행복을 지향할 것을 권고한다. 교사는 학생들에게 행복해지는 기법을 잘 터득시키고, 스스로 행복을 원할 때 행복해질 수 있음을 알게 할 필요가 있다.

도덕성 발달론에 입각한 도덕과(道德科) 수업 방법의 개선

강두호 全北大學校 敎育大學院 2001 敎育論叢 Vol.21 No.-

The purpose of this study is to review moral development theories as the theoretical basis and to seek the practical ways for the improvement or betterment of teaching methods of moral studies education. As the theoretical basis of moral studies education, this study pays attention to psychological approaches. Among those approaches it makes much of moral development theories. L. Kohlberg and the latest T. Lickona are leading figures in the domain of moral development theories. In their views, moral development and judgement are associated with states of cognitive maturation. For them, morality is most powerfully explained in terms of the logical processes through which one conceives and resolves moral conflicts. And what distinguishes their approach from other models is their theories of the stages of moral judgement. They have delineated empirically the structure of moral reasoning and its transformations from childhood to adulthood. At the heart of moral development theories is the concept of 'stages'. Stages refer to the structure of reasoning. And the basis of moral education in the moral developmental model is that the teacher creates opportunities for stuednts to think through their experiences in increasingly complex ways. What motivates students toward greater cognitive sophistication is exposure to more adequate patterns of reasoning, specifically those that reflect a stage of moral judgement one higher than their own. In this coherence, this study makes four suggestions for the betterment of teaching methods of moral studies education. First, the teacher should make effective use of moral dilemmas to help students develop more inclusive social perspectives and more objective lines of reasoning. Then he should use a series of different kinds of questions in the initial and later phase of moral discussion. Second, the teacher should properly make the most of role-playing. It can also stimulate the real experience of walking in someone else's shoes. Third, the teacher should make efforts to set up a conducive classroom atmosphere by forming a community. As Kohlberg's case says, the community's decisions can be made at the highest level of moral reasoning available to its student members. Fourth, the teacher should put some renowned tests measuring the level of student's moral reasoning to practical use. For example, OISE Test, DIT, and MJT can help the teacher.

價値內面化 敎授方案硏究

강두호,천미선 全北大學校 敎育大學院 1992 敎育論叢 Vol.12 No.-

The purpose of this study is to search for the theoretical and practical devices for the internalization of a value as an approach to the teaching method or strategy of the moral or ethical studies education. 'Value' as a determinant of all kinds of behavior is a philosophic idea. And some phychological or educational theories are fairly suggestive to the internalization of a value. So Many models of types as approaches to value education have been presented. Among these 'values clarification' is remarkable as a contemporary and heuristic approach. The theory of values clarification promises that we can assist people by helping them to clarify their values. If we succeed in clarifying them, the theory asserts that results will show up as changes in behavior. Clarifying Response and Value Sheet are typical strategies or devices for the values clarification. As a dialgue one the former is a response a teacher makes to something a student has said or done when the purpose is to encourage that student to do some extra thinking. As a writing one the latter is a device for bringing something worth getting clearer about to the attention of students in a nonthreatening and stimulating way. For the practical applications in the classroom, their frameworks and some examples are arranged respectively.

토미즘 자연법론에서 실천 이성의 위상

강두호 한국윤리학회 2019 倫理硏究 Vol.126 No.1

Human beings are rational creatures. Natural law has been grasped as the rule of conduct, the source of ought-ness, the order of reason that proceeds from human nature. According to Thomism, natural law is an ordinance established by human reason. We call the use of reason to decide how to act as practical reason. ‘Good is to be pursued and done, evil is to be avoided.’ is the first principle of practical reason and the fundamental precept of natural law. All those things to which man has a natural inclinations, are naturally apprehended by reason as being good, and their contraries as evil. The first principle of practical reason constructs more embodied precepts of natural law by reasoning in accordance with synderesis. 인간은 그 본성에 있어서 이성을 가진 존재다. 자연법은 인간의 본성에 당위의 근원을 두는 사상으로서, 토미즘에서 그것은 인간의 이성에 의해 정립되는 법령으로 이해된다. 우리는 특히 인간의 행동을 인도하는 데 활용되는 이성을 실천 이성이라고 부르며, 이에 ‘선을 행하고 악을 피하라’는 요구는 실천 이성의 첫째 원리이자 자연법의 근본 지침이 된다. 자연법의 지침들은 인간의 자연적 경향을 통한 실천 이성의 통찰력에서 나온다. 자연법 지침들의 지시가 자연적 경향들의 지시에 따르는 셈이다. 실천 이성의 첫째 원리는 신데레시스에 조화된 추론을 거쳐 구체적인 자연법 지침들을 구성한다.

보조성 원리의 관점에서 본 국가 권력의 한계

강두호 한국윤리학회 2002 倫理硏究 Vol.49 No.1

보조성은 보다 큰 사회가 개인이나 보다 작은 단체들을 위하여 취하는 도움을 의미하는 개념이다. 보조성의 원리는 근래에 사회윤리의 한 원리로서 주목받고 있으며, 그 내용으로 보아 오랜 사유의 전통을 가지고 있다. 공동선에 그 근거를 두고 있는 이 원리는, 국가의 역할에 대하여 불간섭과 원조라는 양면성을 동시에 중시한다. 따라서 개인이나 하위 단체들의 자율성이 강조되는 만큼 국가의 권력은 제한될 수밖에 없다. 그러면서도 보조성은 공동선의 실현을 위한 도덕적 의무로서 국가 권력의 적극적인 중재를 요구한다. 하나의 도덕 원리를 구체적인 상황에 적용하는 일이 결코 수월하지 않지만, 보조성의 원리는 이 시대에 많은 단체들이 자율성을 유지하면서도 연대적으로 공익을 위해서 활동할 수 있는 방식에 대하여 좋은 지침이 되고 있다.

탐구학습에 대한 초등 사회과 교사의 개념생태 연구

강두호,남상준 한국사회교과교육학회 2014 한국사회교과교육학회 학술대회지 Vol.2014 No.-

우리나라 政治思想敎育의 實態와 改善方向

姜斗浩 서울대학교 1986 社會와 思想 Vol.7 No.1

社會倫理와 自然法思想

姜斗浩 全北大學校 敎育大學院 1988 敎育論叢 Vol.8 No.-

Natural law is a rule of conduct that proceeds from human nature aw rational. The purpose of this study is to make it clear that the fundamental principles of human social life lie in natural law. For the greeks, morals and human law have their foundation in the harmony of nature or the natural law. The Romans related the moral principles to the legal orders. The idea of natural law perfected by Thomas Aquinas was related chiefly to the political order as ' law of nature' in modern period. The natural law tradition gave way in the 19th century to positivism. But, a revival of natural law doctrine begins with a reaction against the sterility and ineffectiveness of positivism this century. It is emphasized that the unity of being and oughtness in the metaphysical order, the priority of the intellect over the will make the basis of the possibility of a natural moral law. Natural law in the strict sense is possible on the basis of a true knowledge of the essences of things, for therein lies its ontological support. And, the order of being can be a moral order only if its essential basis is the Creator's wisdom, only if in the Creator the intellect is the nobler faculty. As it were, it is natural law (lex insita). It determines what positive arrangements, in themselves capable of being willed in given historical circumstances, can be right. Moreover, human nature is mutable in a sense, also natural law is like that. Natural law is the root of social ethics.

지역 속으로 : 자치단체 정보화 사업 ; 디지털 콘텐츠 최강!스마트 부산관광 길잡이 "부산 U-관광안내정보시스템"

강두호 한국지역정보개발원(구 자치정보화조합) 2012 지역정보화 Vol.77 No.-