지식관의 변화와 도덕과 대화수업

다국어 초록 (Multilingual Abstract)

This study aims to discuss the normative proposition that moral instruction methods should be explored on the ground of the liberalism of human living, which is the intersubjective construction of knowing and ethical value acquisition. I try to keep away from instructional methods based upon determinism of casuality of human existence, a traditional way of understanding human being while reasoning Moral Subject of elementary school. The normative proposition can be deducted through dialogical methods.
The reasons why the proposition of moral class methods becomes crucial are that educators have overly simplified and been optimistic about the methodology of moral instruction by approaching methods of Moral Subject instruction, which has on the whole been approached by ethical theory or psychological theory, from the view of knowing of behaviorism or neo-behaviorism.
In conclusion, dialogical instruction is creative class activity which may substantiate children s moral-free autonomous life, deconstructing moral instruction views of learning as receiver and teaching as conveyor. From this prospective dialogical instruction opens the possibility for children to deal with autonomous living. It may be one of moral instruction which can be substantiated into instruction with knowing and views of truth. Accordingly, dialogical instruction, while regarding children as subject, may be a theory of teaching and learning which helps lead to create their own living. I see this, without any premise, as the essential nature of moral instruction theory, attempting to implement persistent dialogues in moral instruction about what a true and righteous living can be. This is the activity of dialogical philosophizing in moral instruction on the question of moral living at the level of children. It means that one s own moral ideas, knowing, and value world may be constantly created and renewed through inter - communication in the dialogical space basing on independent imagination.