아리스토텔레스의 도덕교육론에 관한 구조적 분석

다국어 초록 (Multilingual Abstract)

After looking at Aristotle's basic assumptions in the areas of human nature, excellent activities of soul, happiness, intellectual excellence and moral excellence, the implications of all this for his theory of moral education were explored. He held that moral virtue was mainly acquired by practice. As he says “we become just by performing just acts, temperate by performing temperate ones, brave by performing brave ones.” If one is accustomed to the right habits from an early age, doing the right thing will become second nature to one. This has become a very influential model for moral education ever since.
For an act to be fully moral Aristotle says three conditions are necessary. First, we must act with knowledge. Second, we must deliberately choose the act for its own sake. Third, the act must spring from a fixed disposition of character. On the contrary, acts in accordance with morality can be performed just out of habit. So Aristotle has resolved his own problem. Namely, it is possible to perform acts that correspond to morality before we are fully moral. This is in fact the only way to begin one’s moral education.
Hence, Aristotle claimed that intellectual excellence is for the most part both produced and increased by instruction and therefore requires experience and time. However, moral excellence is the product of habit. Hence, moral education proceeds on the basis of instruction as well as practice. To be brief, moral character is formed not only by habitual action but by the deliberate taking of thought.

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