제7차 고등학교 도덕 교과에 반영된 세계윤리 내용에 대한 분석적 연구 = A Study on the Content Analysis of Global Ethics in the 7th Moral Subject Curriculum of High School

다국어 초록 (Multilingual Abstract)

In this global age, moral education is faced with the new task of teaching students how to think critically about global ethical problems. One of the aims of moral education suggested in the 7th curriculum is to help students lead their lives as global citizens. In this respect, the main purpose of this paper is to analyze major theories of global ethics and to see how current moral education textbooks deal with ethics in globalization. It is believed that this research will show current needs in this area and how to achieve those needs.
Globalization has made us into a competitive society, however we have to cooperate with each other at the same time. Cultural differences and differences in moral values between countries makes it more difficult for us to cooperate with each other. Therefore, the responsibility of moral education lies in how to solve the conflicts which originated from different points of views, and different value systems. Through this, we can achieve a type of global ethics.
In Korea, global ethics was not introduced until quite recently. It is understood as 'international understanding', 'ethics of global community', or 'ethics in global village', etc. We can approach the concept of global ethics in two different ways. One is to understand that it is the total moral system which has 'respect for life' and 'reciprocity' as the basic principle that every moral system has in common. The other is to understand that it is the moral values which we should have as a response to the global-level ethical problems. 'Conversation' and 'cooperation' is very important in global ethics. We should study other cultures and our own more sincerely for international understanding.
The 7th curriculum defines global ethics as the wholistic moral system which stretches its border from human to life, itself. It covers not only animals but also inorganic substance. It seeks the following values; non-violence, respect for life, solidarity, tolerance, and equality. That is why global ethics remind us of our responsibility to take care of every single life on the earth including people in different countries and our descendants. The world of today is faced with many global-level issues such as environmental pollution, and the destruction of the ecological system. In order to solve these problems, we have to establish global ethics as soon as possible. We have to be more open, not closed to others.
Through understanding global ethics, we can take a wholistic point of view, and know what to do for our global community. The main point of global ethics is to think as others as companions, not enemies. This pursues the communitarian university, along with the individual autonomy.
However, global ethics carries no legal binding force. The basic principles of global ethics is just an normative suggestion; therefore, we should make an effort to turn these theoretical trials into practice. In other words, we should discuss the legal procedures and restrictions from the respect of global ethics.
Legal procedures and official organizations required to perform this task of global ethics are necessary. and most importantly we must focus on the educational system. It is moral education that can most change the attitude of people. It is slow, however this intrinsic approach is what makes global ethics possible.
We should understand different people and cooperate with each other. We should also know that global ethics is a type of short cut to having world peace. It is our responsibility to help our students to become responsible global citizens.
Global ethics education will be a long term project. It is not possible to expect students to change during a short period of time. We should approach global ethics as a lifelong educational process. It should be carried out from our home to academic institutes, NGOs, religious organizations and any place else that has a possibility to help achieve our ultimate goal of establishing global ethics.

목차 (Table of Contents)

• 【국문초록】 ⅴ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 방법과 범위 2
• Ⅱ. 세계윤리의 개념과 이론적 배경 3
• 1. 세계윤리의 개념 3
• 가. 세계윤리의 의미 3
• 나. 세계윤리의 등장 배경 6
• 2. 세계윤리의 이론적 배경 10
• 가. 한스 큉의 『세계윤리구상』 10
• 나. 피터 싱어의 『세계화 윤리-하나의 세계』 14
• Ⅲ. 고등학교 도덕 교과의 세계윤리 내용 분석 및 비판적 검토 20
• 1. 내용분석 20
• 가.『고등학교 도덕』 21
• 나.『시민윤리』 26
• 다.『윤리와 사상』 29
• 라.『전통윤리』 34
• 2. 비판적 검토 37
• 가. 구조(형식)적 측면 37
• 나. 내용적 측면 39
• 3. 세계윤리의 의의와 내용 구성의 개선 방향 44
• 가. 세계윤리의 의의 44
• 1) 윤리적 상대주의와 절대주의의 조화 44
• 2) 새로운 윤리의 지평: 상황윤리에서 책임윤리로 46
• 나. 내용 구성의 개선 방향 48
• 1) 내용 구성의 목표 48
• 2) 내용 구성의 개선방향 50
• Ⅳ. 결론 57
• 참고문헌 62
• 【Abstract】 65