Kohlberg 구성주의적 도덕 발달론의 정합성에 관한 연구

은종태 경북대학교 대학원 2008 국내박사

This study intends to interpret a Kohlberg's moral development theory as a constructive perspectives and discuss the coherences between constructivism and universalism, structuralism, intuitionism. The main subject is a problem of the coherence between universalism and relativism. Because it is generally appreciated that constructivism has a relativistic tendency. Constructivism in the Kohlberg's moral developmental theory suggested as one of the metaethical assumptions to justify his psychological research. The assumption of constructivism implies that moral judgments or principles are human constructions generated by social interaction. They are neither innate propositions known a priori nor empirical generalizations of facts in the world. That is, the constructivism is opposed to either empiricism or apriorism. Kohlberg's view of moral principles is that they are developmental constructions and not a priori axioms or inductions from past experience. Kohlberg's theory of moral development, formally called the cognitive-developmental theory of moralization, is deeply rooted in Piaget. Piaget began studying children's moral judgment early in his career as a part of an effort to understand how children orient themselves to the social world. Piaget's perspectives belongs to cognitive constructivism. And Kohlberg has repeatedly made reference to John Rawls's theory of justice. Kohlberg's most direct claims about Rawls are essentially that Rawls's theory represents a good example of the stage 6 form of moral judgment or, more precisely, that Rawls's theory is a theoretical derivative from and an end point of Kohlberg's developmental scheme. Kohlberg points to the common root of both theories in Kant and in the Piagetian notion of equilibration. He attempts to argue that Rawls's notions of the original position combined with reflective equilibrium is a theoretical construct reflecting a basic concern for justice as reciprocity which is present at all levels of development, but only fully equilibrated at stage 6. That is, Kohlberg's theory relies on Piaget's cognitive constructivism and Rawls's moral constructivism. But it would be the first issue whether Kohlberg's theory is constructivism or not. Therefore, to discuss about Kohlberg's constructivism, various subjects should be discussed such as 'whether his theory of moral development is constructivism or not', 'what is the characteristics of his constructivism', 'what is the difference and similarity of his constructivism from others'. For such object, various constructivism are analyzed by consideration from various angles to explain Kohlberg's constructivism. I'd like to make an approach that some suitable analysis are epistemological constructivism and normative constructivism. Normative constructivism is a thesis that normative propositions and standards are constructed by human beings. This thesis is opposed to intuitionism, the thesis that normative propositions and standards are discovered by rational intuition. Normative constructivism is also opposed to normative positivism which asserts that moral propositions are statements about contigently shared values in a particular society. Constructivism promises a middle way between intuitionism and positivism in that it tries to avoid the metaphysical and epistemological problem of intuitionism without letting moral debate descend into relativism. These two constructivism are the kinds which are referenced through his writing. After these analysis are done, the first main subject, Kohlberg's theory, is analyzed at a constructive point of view. As his moral development theory is based on Piaget and Baldwin‘s cognitive development theory, it was tried to indicate constructivism from cognitive development and moral development. Cognitive schema and constructive element were indicated from cognitive development and constructivism. And relating cognitive development and moral development from parallelism point of view, constructive aspect was discussed on moral development. While discussing on moral development, construction of justice principle were discussed as it is thought as the most important element on development. It is emphasized that justice principle is not given transcendentally, but it's a result of construction. Kohlberg understands the process of completion of justice principle as the process of moral development. And the principle of the interaction and activity, differentiation, integration, reversibility and equilibration are suggested as the principle of moral development. Completing constructive explanation of moral development theory, the characteristics and the coherence of Kohlberg's constructivism was discussed dividing his theory into the parts of cognitive and constructivism which made rules. At last, a problem of the coherence in Kohlberg's theory was discussed as I analysed Kohlberg's moral development theory as constructivism. There seemed to be a problem of the coherence between constructivism and universalism, structuralism and constructivism, and constructivism and intuition. Above all, in constructivism and universalism the former is related in the characteristics of the theory of knowledge that has a relativistic tendency. In the course of analyzing constructivism, it neither seems objectivism nor universalism. So in the Kohlberg's developmental theory of moralization, it seems difficult that the coherence between constructivism and universalism. But the possibility of the coherence between constructivism and universalism could be given by the points of view of Habermas and Rawls. It contains not only the structure of perspectives and societies, more expanded interaction and discourses but Rawls's sub specie aeternitatis. It has been discussed that the incoherence between an unilinear model of structuralism and a web model of constructivism in a problem of the coherence of structuralism and constructivism. In the development of structuralism, that is, that becomes known by the rules of structure, but not in constructivism. Though its coherence between constructivism and intuition relating to cognise rules is impossible, I discussed about the use of the concepts together in Kohlberg's constructivism and dissolved the problem in using constructive intuition. It is thought that this paper which analysed Kohlberg's theory as structuralism and introduced the problem of structuralism and coherence would bring criticism. An expectable criticism is the coherence of Kohlberg's structuralism and disagreement between structuralism and other theories. This topic is also discussed in this paper. Therefore I can say that the actual discussion of Kohlberg's structuralism begins now. I believe that this paper will also affect to the method of education. Observing Kohlberg from structuralism means that a moral education established by Kohlberg's theory suggests any reflection of the method of education which was ready made. The assumption of structuralism could be a suggestion to moral education as a process which constructs rational standard between people who have various point of view.

한국 지방선거의 성격에 관한 연구 : 광역단체장선거를 중심으로

은종태 경북대학교 대학원 2012 국내박사

A Study on the Characteristics of Local Elections in Korea* ― Focused on Metropolitan Mayoral and Gubernatorial Elections ― Eun, Jong - Tae Department of Political Science Graduate School, Kyungpook National University Daegu, Korea (Supervised by Professor Noh, Dong-Il) (Abstract) Local election is a core of local autonomy, what is called a flower of democracy. This study has a main purpose to examine whether local elections are conducted autonomously based on its basic spirit and principles of local autonomy or still dependent on the centeralism showing no difference compared with the period before local autonomy. For this purpose, this study, as discussed in preceding researches and Chapter 3, tried to find the characteristics of local elections in Korea from the perspective of local autonomy through in-depth analysis of the most common three important factors: figure, political party and policy(election pledge) among the factors that influence voters to choose candidates. Based on these analyses, this study presented Figure 1 as an analytical framework. First of all, with regard to figure's factor, this study observed whether the candidates were local-based or central-based figures according to their major careers and bases of activities in the metropolitan mayoral and gubernatorial elects in four simultaneous local elections since the democratization in 1987. Secondly, as for party's factor, this study analyzed whether the parties’ nomination process was led by local party members or central party leaders according to the method of nomination for the metropolitan mayoral and gubernatorial elects and the major parties’ candidates. And thirdly, this study analyzed in detail whether the financial resources to keep election pledge, presented for local development, were from local governments or central government. This study analyzed the characteristics of local elections in Korea focused on metropolitan mayoral and gubernatorial elections among local elections. Specifically, this study selected six metropolitan mayoral and gubernatorial elected candidates of Daegu, Daejeon, Gwangju, Chungcheongbuk-do, Jeollabuk-do and Gyeongsangnam-do, representative of the provinces, among 16 metropolitan mayoral and gubernatorial posts except for capital region and analyzed the relations between the center and the provinces. The characteristics of local elections in Korea, the main idea of this study, can be summarized into the following Figure 2. First, as for figure's factor, this study analyzed the bases of activities of successive metropolitan mayoral and gubernatorial elected candidates in Korea since the Kim Young-sam government. The result of analysis showed that 67 percent of the elected posts during the Kim Young-sam government were central-based, 63 percent during the Kim Dae-jung government, 50 percent during the Roh Moo-hyun government and 60 percent during the Lee Myung-bak government. Therefore, local-based figures had increased till the Roh Moo-hyun government but central-based figures increased again in the local election during the Lee Myung-bak government. Second, as of political party's factor, the result of analysis of the method of party nomination for metropolitan mayoral and gubernatorial elected candidates showed that 80 percent of the elected posts were nominated by the central parties during the Kim Young-sam government, 33 percent during the Kim Dae-jung government, 50 percent during the Roh Moo-hyun government and 60 percent during the Lee Myung-bak government. Therefore, the central parties have actively intervened in the nomination process except for the party nomination process in 2002. Third, this study analyzed whether the financial resources for the achievement of public promises of metropolitan mayoral and gubernatorial elected candidates in local elections since the democratization in 1987 were procured by local finances or central finances. The result showed that the degree of central resources was 58 percent during the Kim Young-sam government, 73 percent during the Kim Dae-jung government, 75 percent during the Roh Moo-hyun government and 68 percent during the Lee Myung-bak government. Therefore, the overall procurement of financial resources for the achievement of public promises was considerably dependent on central resources. On the whole, three factors such as career and base of activities, the method of party nomination and the procurement of financial resources for the achievement of public promises, despite somewhat differences, were 50 percent minimally and 80 percent maximally led by the center-based except for the nomination process of the metropolitan mayoral and gubernatorial elects in 2002. Consequently, local elections in Korea since the Kim Young-sam government have continued to be central-dependent and still stay in the initial stage of local autonomy. Finally, in order that the local elections may activate local autonomy and be the advanced local elections for the development of democracy in Korea, the following plans should be executed. First, more local-based figures should come forward as candidates. Second, the method of party nomination should be reformed into a system led by the local-based. Third, new policy(election pledge), not excessively dependent on national treasury, should be developed. In order to expand local financial resources, a new institutional device that guarantees transfer of central financial resources to the provinces should be also prepared. More than anything else, the improvement of local voters’ attention to local issues and the active participation of local residents on local development will work as the most important factors. When all these factors are satisfied, the quality of local autonomy, so-called a flower of democracy, will be raised and the development of democracy will be attained. Keywords : democratization, local election, local autonomy, local politics, factors influencing candidates’ choice, figure, political party, policy(election pledge).

日帝의 植民地 同化敎育 硏究

은종태 慶北大學校 1989 국내석사

The purpose of this study is to analyse and criticize actual conditions of Japanese colonial education based on assimilation, and to suggest solutions necessary to solve their problem, by examining the contemporary education from the standpoint of national identity. Because the concept of assimilation was the common phenomenon of a colonial education under the rule of Japanese imperialism, this study is carried out by analysing the colonial education's basic policy, curriculum and textbook contents (history, Japanese and moral training) by means of this concept. Japanese imperialism educated Korean peoples by politically subordinating them to Japan and by quieting the Korean national independence movement. The concern of this thesis is as follows. (1) Was Japanese colonialism any different from its western contemporaries? (2) How much was the Japanese administration of Korea like French, Dutch, British, or American rule in other parts of Asia? (3) How closely did the actions of the colonial governmental initiative in the home islands established by the Meiji rulers and their successors ? (4) Formal schooling was a key tool of the Meiji nation builders. How important was Japanese education in Korea as instrument of colonial development? And another important concern is the effect of colonization on the people who are colonized what it does to their minds as well as their bodies. Colonial education had two aims. The first was to give Korean children a good command of the Japanese language ; the second was to teach them ethics, practicalknowledge and Japanese history, in order to cultivate qualities of citizenship in them (Kokumintaru no seikaku). The methods and contents of assimilation education carried by Japanese imperialism are summarized as follows. 1) School System : Obscurantist policy by both reduction of school system and restraint of a high school. 2) Curriculum: Contribution of Korean peoples to colonial eco nomics and weakening of political consciousness by means that focus on importance of Japanese language and history, elimination of Korean language and history from education and basic industrial education. 3) Education Contents: By teaching the distorted relation between Korea and Japan centering around KOJIKI and NIHONSHOKI, Japanese imperialism attempted to justify its amalgamation, and forced Korean peoples to be faithful to Japanese king, in order to infuser Japanese superiority and ruling consciousness. 4) In attemption to achieve these purposes, assimilation logicality includes identical ancestors and regions theories of both Japan and Korea which do not admit civilization and originality of Korea. Education was a servant of the state. Japanese imperialism began to construct a colonial school system modeled upon the one that was rapidly maturing in the home islands. In Korea, the Japanese were determined to match the impressive record their nation building efforts were creating at home. That is, education was to unite the entire population psychologically and instill loyalty to the state in each of its members. Loyalty, filial piety, obedience to legitimate authority - all found within the Confucian tradition - were emphasized with this end in view. Japanese teachers were commanded to set good examples for the children to copy. Japanese administrators reasoned that higher education, especially in literature, politics, and philosophy, would encourage unrest and even rebellion. Therefore it was to be avoided as much as possible. This was the lesson they drew from their studies of earlier and contemporary Western colonialism. Irresistible Korean demands for higher education were to be channeled into professional studies which would produce the kind of trained natives the colony required. Many hours of Japanese language instruction supported by weekly ethics lessons were intended to accomplish this aim. Teachers were strictly to enforce the use of Japanese in and out of the classroom at all possible times. Teachers were supplied with Japanese language readers, history and ethics textbooks, and curriculum manuals for both language and ethics classes. These were similar to the volumes published by the Ministry of Education for use in Japanese primary school, but they were by no means the same. As the result of assimilation education, Korean peoples did not achieve independent development of civilization and history since they were absorbed by insufficient independence and nationalism. For this reason, Japanese peoples were deprived of their view that would reasonably and properly evaluate Korean peoples. This fact has been currently proved by several problems relating to Korean peoples in Japan as well as Japanese distortion of its history textbooks. As a consequence, the Korean government is now attempting to cope with the negative factor of assimilation education, and to establish independence education of nationalism. This study suggest three following factors useful to establishment of independence education. 1) Review of National Education Tradition 2) Denial of Colonial Education Logicality. 3) Creation of Individual Education Values of Korean Peoples. These suggestions firstly require knowledge of Korean peoples' characteristics and originality, so that this study is only to encourage this kind of knowledge.

사이버공간(Cyber Space)上의 選擧法違反行爲에 대한 效率的인 對處方案

은 종태 慶北大學校 2004 국내석사