비고츠키 發達理論의 道德敎育的 含意

다국어 초록 (Multilingual Abstract)

The purpose of this study is to interpret Vygotsky s theory of development as a theory of moral education. Two dominant approaches to moral education, what may be called moral development and moral socialization , have made some important contributions toward the progress in theory and practice of moral education. But, In terms of Moral Education as a subject, both approaches are not satisfactory in that they can not justify the subject. Vygotsky s theory of development implies an alternative approaches to moral education which overcomes their common defeat.
Vygotsky s theory of development suggests an alternative approach which may go beyond the rival approaches and establish Moral Education as a subject. The zone of proximal development (ZPD) is a core conception of Vygotsky s theory of development which avails to the process of moral development, which avails to the integration of the habituation and internalization of moral rules (norm) [A] and the development of moral reasoning and judgments [B]. Vygotsky s idea of ZPD requires the integration in the process of moral development, which can be rendered into the subtle balance between [A] and [B] in the practice of moral education. For human development as transformation of the intrapersonal into the interpersonal mental functions results from the influence of society, which necessitates the guided participation . And learning the refined content of Moral Education as a subject with the aid of teachers is a most effective way of facilitating moral development in ZPD.
The results of this study can be summed up as follows : [1] It is a most effective way to transmit the content of Moral Education as a subject for the purpose of facilitating children s moral development In ZPD. [2] Teacher s role as an agent of our inheritance, which constitutes the content of Moral Education and children s mind, is indispensable to developing moral beings in children.