사회적 지식의 구성과 청소년의 도덕성 발달

국문 초록 (Abstract)

사회인지 영역이론에서 도덕성의 발달은 도덕적 영역에 대한 지식뿐만 아니라 사회적 인습과 개인적 영역에서 도덕성에 대한 이해의 구성을 포함한다. 따라서, 청소년들의 도덕교육에 대한 연구는 단순히 아는 것과 행동하는 것의 일치 여부를 넘어서 각 영역에서의 발달적 특성과 행동에 대한 이해를 바탕으로 이루어져야 한다. 각 영역에서 나타나는 청소년의 발달적 특성은 도덕적 판단의 퇴행이나 권위에 대한 저항, 이기주의, 도덕적 일탈 등으로 여겨질 수 있으나, 청소년들이 내리는 다양한 해석과 평가, 그리고 갈등은 단지 저항이나 도덕적 일탈이 아니라 사회적ㆍ도덕적 발달의 과정에서 나타나는 중요한 특징으로 해석되어야 한다. 다면적 상황에서의 갈등을 해결해나가는 과정에서 청소년들은 개인적 영역에서 자신의 권한과 책임을 인식하게 되고 도덕적 영역과 사회인습적 영역과의 조정을 시도하게 된다. 사회적 지식의 발달에 대한 사회인지 영역이론의 관점은, 인간은 자신의 문화 내에서 여러 가지 사회적 상호 작용에 참여하며 이에 대한 반성을 통해 도덕적 및 그 밖의 다른 사회적 개념을 능동적으로 구성한다는 이론에 근거를 두고 있다. 따라서, 도덕교육은 사회적 지식의 각 영역에서 청소년들의 적극적인 참여를 유도하여 능동적으로 지식을 구성하고 자율성과 책임감을 증진시킬 수 있는 기회를 제공하고, 영역에 적합한 교육적 소통을 통해 청소년들이 반성적이고 자율적인 도덕성을 함양할 수 있는 도덕교육을 실시해야 할 것이다.

다국어 초록 (Multilingual Abstract)

"In the social cognitive domain theory, the development of morality involves not only the knowledge on the moral scope but also understanding of morality in terms of social conventions and personal issues. Thus, a study on moral education for adolescents goes beyond the consistency of the knowledge and act. It needs to be based on understanding of developmental characteristics and behaviors in each domain. The developmental characteristics of adolescents shown in each domain may be regarded as regression of moral judgment, resistance against authority, selfishness, or moral deviation. However, adolescents' various interpretations, evaluations, and conflicts are not merely resistance or moral deviation, but an important feature in social and moral developments. In the process of solving conflicts in the face of multifaceted situations, adolescents recognize their autonomy and responsibility in personal domain, and attempt to adjust themselves to moral aspects and social conventions. When it comes to the theory of the development of social knowledge, it is based on the assumption that mankind participates in various social interactions within their own cultures, based on which, they actively form moral and other social concepts. Thus, morality education induces active participation of adolescents in domains of social knowledge to help them acquire knowledge and enhance autonomy and responsibility. In addition, morality education needs to help adolescents development a reflective and autonomous morality through educational communication appropriate to each domain.

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