兒童敎育을 위한 道德性 發達理論에 관한 考察 = A Study about the Developmental Theory of Morality for the Child Education

다국어 초록 (Multilingual Abstract)

How can one study morality? Current trends in the fields of ethics, linguistics, anthropology, and cognitive psychology have suggested a new approach that seems to avoid the morass of semantical confusions, value bais and cultural relativity in which the psychoanalytic and semantic approaches to morality have foundered. New scholarship in all these fields is now focusing upon structures, forms and relationship that seem to be common to all societies and all languages rather than upon the features that make particular languages or cultures different.
Therefore nowadays we have proposed the moral problem to restore the human nature and to criticize the mechanization o f human with the industrial development And by the aids of piaget's and Kohlberg's research, a new interest about morality development and moral education has rised.
With this view point, the objectives of the present research is to get some suggestions about the influence of the developmental theory of morality for child education.
Moral development has traditionally been studied under one of three theoretical perspectives : social 1earning theory, psychoanalytic theory and cognitive-developmenta1 theory.
The social learning model, represented by Aronfreed and Mischel, among others, accepts moral learning as a socially learned behavior, transmitted by direct teaching and imitation of appropriate role models. The psychoanalytic model, reprsesented by Hartman, Sarnoff, and, of course S.Freud, is tied to a theory of personality development that emphasizes the internalization of standards and values. The cognitive-developmental approach, represented by Piaget and Kohlberg, focuses on the kind of reasoning on moral judgement that people use in making their decision and on their understanding of justice.
In this research, we have pointed out the suggestion of the piaget's and Kohlberg's morality theory for the child education. Besides their suggestion, we also consider the variables, for example, the child's social cultural mil leu, his parents child-rearing attitudes and practices, possible educational interventions, and the child's social experiences with peers and others.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. 本論
• 1. 道德性의 意味
• 2. 道德性 發達理論
• (1) 學習理論과 道德性
• (2) 精神分析學的 理論과 道德性
• (3) 認知發達理論과 道德性
• 3. 道德性 發達段階理論
• (1) Piaget의 道德性 發達段階理論
• (2) Kohlberg의 道德性 發達段階理論
• (3) 兒童敎育을 위한 示晙點
• Ⅲ. 要約 및 結論
• 참고문헌
• 抄錄