人格道德敎育의 哲學 : Richard S. Peters를 중심으로 = Richard S. Peters on the Philosophy of Character Moral Education

다국어 초록 (Multilingual Abstract)

In this paper, Peters' aspect of character in moral education (Character-Moral Education) will be considered. The aspect of knowledge in moral education has been very emphasized, while the aspect of character in moral education has been disregarded in Korean education till now-a-days. In this point, the study of Peters' character-moral education should have much implications for Korean moral education. In this paper, the problems are considered as follows.
1) Analysis of the concept of character,
2) Training character and moral education; a) complex tasks of character-moral education; b) cultivating of intelligence and training of character, c) finally, implication for and perspective of Korean moral education.
To sum up:
In relation to rules, character can be used a) in a non-committal sense, b) in having 'a type of character', and c) in 'having character'. Character is used in the non-committal sense as a way of referring to the sum-total of a man's character-traits, In the second way of speaking of 'character', some distinct patterns of traits are indicated. And the third way of speaking of character is clearly different from having 'a type of character'.
This analysis, as Peters put forward, should be sufficient to indicate how complex the business of moral education must be. First, child has to be accepted rules of society, second, he has to develop ability to understand, judge them, and third, he has to develop stable policy of action. Peters' concern in the aspect of character in moral education is for the development on autonomous type of character who follows rules in a rational discriminating manner and who also has character. This is the 'paradox of moral education': children can enter the palace of reason through the courtyard of habit and tradition, and they must. So children must be tauhgt a set of 'basic rules', which come to be adopted, as habits in as rational a manner, is possible for the mat that time, until they are able to think more critically about how such rules might be justified.
And this character-moral education can bring about by what is called the Alexandrian type of education, not by the new post-Pestalozzi's concept of education which adopts character-building as its fundamental goal. Therefore, there need be no basic conflict between cultivating the intellect and training character.

목차 (Table of Contents)

• Ⅰ. 緖論
• Ⅱ. 人格槪念의 分析
• A. 人格과 個性(性格)
• B. 人格의 세가지 意味
• Ⅲ. 人格訓練과 道德敎育
• A. 人格道德敎育의 課題
• B. 知力의 涵養과 人格道德敎育
• Ⅳ. 要約 및 結論