人格槪念의 分析과 道德敎育의 課題 = An Analysis of Concept of Character and The Tasks of Moral Education

다국어 초록 (Multilingual Abstract)

In this paper, whether moral education for chracter-building can be achieved by the recitation learning or utilitarian education through the transmission of morality in the cognitive level will be considered with the key subjects as follows :
1) The meaning of character and its nature ;
2) Character and moral development ; ⅰ)the Elements and uses of character and ⅱ) character and moral development ; and
3) The approaches and tasks of moral education.
To sum up :
In the psychological sense, one's character is his distinctive nature, that which makes him himself rather than another. In the ethical sense, the term "character" means that quality of human nature which makes for dependability. The latter is used with relation to general moral principles (or rules). Then, the nature of its meaning must be moral.
In his psychology of character, Peters distinguishes the uses of character in the three senses. The devisinon is useful in discussing moral education for character-building. For peters, "character is built up by decisions while personality is understood to development withou the suggestion of inner effort ro decision. "
The term "character" is distinguished one's nature and personality. Character, as Peters defines it, refers only to the style or manner in manner in which one does things as contrasted to the content of those things. He devided character in the three senses :
1)the non-commital use, 2)a type of character, and 3)having a character. Thus, the term "character" can be used in differing ways. It is said by theorists of moral development (e.g, Piaget, Kohlberg) that one's forms of thinking of morality develop. Especially, Peters, who synthesised their theories of moral development, advances a four-stage theory of moral development.
He distinguishes three levels of life, the second of which he divides into two stages. This four stage theory amalyamates ideas from Freud, on the one hand, and from Piaget (together with Kohlberg), on the other hand. According to this stages of moral development, the uses of character and training character is schematized as follows :
◁표 삽입▷ (원문을 참조하세요)
Moral education in general can be achieved through training character in particular on the stages of moral development. This is paradox of moral education that is the complex tasks of moral education.
Therefore, moral education for character-building in the early stage of moral development can be achieved by practical approach of moral education, in the second and third stages by cognitive and practical approgches, and in the later stage by cognitive approach. It follows that moral education for character-building is impossible only by transmission of morality in the cognitive level.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. 人格의 意味와 그 本質
• Ⅲ. 人格과 道德發達
• 1. 人格 要素와 用途
• 2. 人格과 道德發達
• Ⅳ. 道德敎育의 接近方式과 課題
• 1. 認知的 接近方式
• 2. 實踐的 接近方式
• 3. 道德敎育의 課題
• Ⅴ. 結論