지식교육을 통한 심성함양: 도덕교육적 함의 = The Cultivation of the Mind-Nature through Learning the School Subjects and Its Implications for Moral Education

다국어 초록 (Multilingual Abstract)

It is often assumed that moral education is primarily concerned with action rather than with knowledge. However, as is evident from the ``paradox of moral education``, which has its origin in Aristotle`s Nicomachean Ethics and was first formulated by R. S. Peters, emphasis should also be placed upon ``knowledge``. Aristotle emphasizes the role of practical wisdom(phronesis) in cultivating the moral virtues, but he excludes theoretical knowledge from the domain of moral education. Unlike him, Peters suggests that the promotion of theoretical activities may be included in moral education in its broad sense, although he does not go further to take seriously the question of whether the pursuit of theoretical knowledge can lead us to a moral person. On the other hand, Neo-Confucianist theory of education clearly shows that various kinds of theoretical knowledge are of critical importance in cultivating the ``unmanifested or primordial mind`` from which our moral actions naturally flow. In this view, the most promising way of becoming a moral person lies in the cultivation of the Mind-Nature through learning the school subjects most of which are theoretical ones. If this view is valid, the prevalent view of moral education, which emphasizes cultivating the emotions or strengthening the will as a way to moral action, could be said to distract us both from the significance of the school subjects and from the proper meaning of moral education, and therefore should be reexamined in a fundamental way.

참고문헌 (Reference)

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