구성주의에 근거한 초등 도덕교육의 대화수업 = Instructional Method of Dialogue in Moral Education of Elementary School Reasoned upon Constructivism

다국어 초록 (Multilingual Abstract)

This study aims to discuss the normative proposition that moral instruction methods should be explored on the ground of the liberalism of human living, which is the intersubjective construction of knowing and ethic value acquisition. I try to keep away from instrucional methods based upon determinism of casuality of human existence, a traditional way of understanding human being while reasoning Moral Subject of elementary school. The normative proposition can be deducted through dialogical methods.
This dissertation is focused on examining how moral instruction should be going on in class as an alternative to the methods of virtue cramming. Therefore the moral development-value cognition-should be implemented out of descriptive ethics by which dialogical methods is constituted. The probability of moral instruction should be examined in the inner value action of such interaction because knowing is led to social reality through interaction of each human being. This approaching process may be meaningful in discovering a new horizon on moral instruction as well as rooting out the misunderstanding of optimistic simplification of the methods of moral instruction.
In conclusion, dialogical instruction is creative class activity which may substantiate children's moral-free autonomous life, deconstructing moral instruction views of learning as receiver and teaching as conveyor. From this prospective dialogical instruction opens the possibility for children to deal with autonomous living. It may be one of moral instruction which can be substantiated into instruction with knowing and views of truth. Accordingly, dialogical instruction, while regarding children as subject, may be a theory of teaching and learning which helps lead to create their own living. I see this, without any premise, as the essential nature of moral instruction theory, attempting to implement persistent dialogues in moral instruction about what a true and righteous living can be. This is the activity of dialogical philosophizing in moral instruction on the question of moral living at the level of children. It means that one's own moral ideas, knowing, and value world may be constantly created and renewed through inter-communication in the dialogical space basing on independent imagination.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 초등도덕과 교육의 새로운 접근
• Ⅲ. 구성주의와 지식론
• Ⅳ. 구성주의와 도덕문제
• Ⅴ. 초등 도덕교육에서의 구성주의적 대화수업
• Ⅵ. 결론
• 참고문헌
• 영문초록