사회적 역할 모형에 근거한 경제 윤리 교육의 구체화 방안에 관한 연구 = A Study on the New Approach to the Economic Ethic Education Focusing on the Social Role Model

다국어 초록 (Multilingual Abstract)

The core assumption of this study is that the economic activity as the contents of secondary economic education is not just the objective of factual understanding with theoretical economic concepts, but is the value-inherent activity which is learned with the curriculum stressing the great impotance on the nature of value-inherent social acitivities. This concept is derived from the `a practice` and `goods internal to a practice` by A. MacIntyre(1984). Basing on this assumption, the main purpose of this study is the development of the new economic ethic educational activity centering on the reorganization of economic ethics curriculum and the inquiry on the relevant pedagogical method for this. For this purpose this study is divided into two parts. The first part of this study is the development of economic ethic - centered curriculum for secondary social studies. For this, the existing Social Role Model by Superka & Hawke(1982) is analyzed critically. In the existing Social Role Model, there were seven socal roles(self, family member, friend, consumer, worker, member of social group and citizen) as the core organizer of curriculum of social studies in school. I re-organized theses seven social roles into two categories as content category(consumer and worker) and developmental category(self, family member, friend, member of social group and citizen) in accordance of the concept of a economic practice as the main assumption of this study. Ten sub-categories of this new economic-centered curriculum is consisted of the important problems on economic ethics of Korean society and the basic economic concetps and principles which are necessary for understanding of the problems on economic ethics in our society. The second part of this study is implemented through the co-work with secondary social studies teachers aiming on the inquiry on the pedagogical methods . and the implementation of the unit plan basing on the economic ethic centered curriculum and the inquired pedagogical method. We inquired three pedagogical methods such as the Socratic and Kierkegaard method and modeling. In result, we found that the common important implication of theses three methods was that the desirable role of teachers for this curriculum is not just pass or transfer the main economic value or ethics directly but is co-learner or guide who introduce the economic ethical problems and clarifies the process of debate, notwithstanding holds the invisible pedagogical authority. The indirect role of teachers in the economic ethic class is almost congruent with the concept of the teacher type of the `impartial but holding his own confidence` by Kelly(1986). Following this, we analyzed the unit plans and chose the three meaningful plans and implemented in the social studies classes. After implementing the unit plan for two months, we discussed the process of the class and evaluated the class activities. Through the discussion, we reached the conclusion that we need the more refined economic ethic-centered curriculum around economic role model applicable into the secondary social studies education and need more heaping the class application data.