학교 도덕교육의 문제점과 대안적 방법론의 모색 = Critical Examination of Moral Education in School and Investigation of Alternative Approach

다국어 초록 (Multilingual Abstract)

The field of moral education has been confronted by a serious paradoxical situaion. On one hand, there are a variety of theorizing in the methodology of moral education and thrift of research branches; on the other hand, it assumes the decline of moral quality primary area of moral education for young people, and the increasing of antisocial and immoral behavior following it. These times, called as `postmodern period`, typifies the conflict and disharmony in selection of moral values and behaviors for the young people. Yet, moral education in the school shows powerless in overcoming this trenchant moral crisis. This study argues that moral education in school is limited by their exclusive focus on moral reflection or reasoning and their neglect of moral habit, effect and commitment. Hence I suggest a new significant role of school in moral education. Moral growth in young people cannot simply be achieved by moral reflection and reasoning alone. It requires necessary moral belief and commitment in order to assure justifiable moral conduct. Therefore, the whole moral growth needs consistent intergrative growth between one`s insightful moral reflection, reasoning and one`s deep-seated emotional, behavioral response system as integral part of moral development. In order to have far-reaching effect on young people`s moral conduct, I consider, school must join with all the institutions including families, churches, youth programs to provide a clear and coherent set of expectations for young people, and the other community organizations contact and affect them frequently. Through the channels of communication with various institutions, school must establish a consensus about certain core system of moral belief and values that need to be passed on to the next generation, and provide them to the young people consistantly. This co-operation across institutions can promote the development of responsible moral habits, mature moral reflections, a sense of self identity with moral concerns, and an integration of habit and reflection, morality and the self.