교육행정가의 윤리 = School Administrators Ethics

다국어 초록 (Multilingual Abstract)

The social sciences are undergoing a major shift away from a dogmatic positivism that relegates ethics and morality to a stereotyped realm of personal preferences, prejudices and tastes, toward an acknowledgment of organizational life as a legitimate arena of moral striving and human fulfillment. The literature in educational administration similarly reflects growing concerns about moral and ethical issues.
Educational administrators are supposed to manage an educational organization. The educational program in that organization is supposed to serve moral purposes. Hence educational administrators have a moral responsibility to be proactive about creating and ethical environment for the conduct of education.
This article is an attempt to bring ethical themes developed by other theorists into a multidimensional construct that offers practicing administrators a way to think about their work from ethical perspectives. What is suggested is the joining of tow ethics: the ethic of critique and the ethic of justice.
The point of the critical stance is to uncover which group has the advantage over the others, how things got to be the way they are, and to expose how situations are structured so as to maintain the legitimacy of social arrangements. By uncovering inherent injustice or dehumanization imbedded in the structure of school, a critical constructivist approach invites educational administrators to act to redress such injustice. The theme of critique forces educational administrators to confront the moral issue involved when schools disproportionately benefit some students in schools and fail others. From a critical perspective, no organizational arrangements in schools have to be that way: they are all open to rearrangements in the interest of greater fairness to their members. Where unjust arrangements reflect educational practices, they can be appealed and structured. When an educational administrator confronts the structural issues involved in the management of education, such as tracking systems, the process of grading on a curve, the process of calculating class rank, the labeling criteria for naming some student gifted and others handicapped, he or she discovers ethical burdens to all of them because they contain unjustifiable assumptions and impose a disproportionate advantage to some at the expense of others.
One of the shortcomings of the ethics of critique is that it rarely offers a blueprint for reconstructing the social order it is criticizing. The ethic of critique illuminates unethical practices in governing and managing educational organizations and implies in its critique some ethical values such as equality, the common good, human rights and democratic participation. An ethic of justice provides a more explicit response to the question. Issues of grading and testing could be examined from the perspective of justice, with such discussions leading to the development of alternatives to present practice that benefit some to the disadvantage of others. The administration of a school that provides a disproportionate share of resources to students in the upper decile of the student body results in inequities that affect large numbers of average students unfairly. Hence the ethic of justice is concerned with equity in the distribution of benefits accrued by each decision alternative. The good society as envisioned by Rawls in his Theory of Justice evolves from the principles of full political and social equality and from full equality in the distribution of primary goods. In addition to the concept of equal opportunity, Rawls suggests that difference principle should be applied to the equal distribution of primary goods to the least advantaged to enhance their self-respect. It raises questions about the responsibility of brighter students to share their gifts for the larger good of the society, perhaps in some peer tutoring activities.
In the restructuring of school organizations to meet the human purposes for which they were originally designed educational administrators find significant moral fulfillment. Besides the legal and professional obligations of the educational administrator, the moral obligation is to see that the institution of the school serves society the way it was intended. Hence the challenge to restructure schools is a moral as well as professional challenge.

목차 (Table of Contents)

• 1. 서론
• 2. 사회과학적 관점에 대한 비판
• 3. 교육현실에 대한 비판의 윤리
• 4. 교육실천 개선의 근거 : 정의와 윤리
• 5. 결론
• 참고문헌
• 영문초록