도덕교육에서 교사의 역할 - Kohlberg 관점에서 = The Role of Teacher in Moral Education: on Kohlbergian Perspectives

다국어 초록 (Multilingual Abstract)

Must the teacher in moral education have special skills, knowledge, ability? What is the essential task of teacher in moral education? These are pracital questions that we must confront when discussing the topic of moral education. In this thesis these are examinde on Kohlbergian perspectives There are two contexts in which the teacher should function as moral educator. In hypothetical moral dilemma discussion approach on moral education, the essential task of the teacher is to contribute as a facilitator for the cognitive-developmental moral growth of the child. In dilemma discussion, the role of the teacher encompasses some subtasks. First, teacher should help students to focus on and confront genuine moral conflicts. Second, teacher should help students reflect on the alternative ways of reasoning about moral conflicts and resolving them. Third, teacher should help students to critically reflect on the adequacies and inadequacies of the thinking processes that they have employed. The final task is to suggest to students a procedure of reflection and resolution that is more efficient than their current method. But there are some limitations in this approach. Moral dilemma discussion lead to some student discomfort. Many teachers feel uncomfortable with such a conflict-inducing role. Teaching justice needs just environment. From Kohlbergian perspectives, school should be just community as a necessary environment for moral education. In moral environment approach on moral education, teacher should commit to make school just and democratic and teacher himself should be a member of just community. Thought teaching strategies for moral education should not be underestimated. This thesis reveals that moral belief and commitment to make school or social world, moral and just, more than teaching strategies like leading hypothetical moral dilemma discussion.