학교 현장중심 도덕교육론 : 이론적 모색 = A Theory of Moral Education: Interaction-Centered Approach

다국어 초록 (Multilingual Abstract)

This article is to suggest that we need a new theory of moral education focused on the field of living, which starts from teacher-student interaction. The word, 'new' means the transition from our old question, 'what is the moral', to relation-focused one, 'where moral education comes from'. The author discussed the former has a significant limit to solve the moral problems arising from academic success-oriented society, such as Korea.
To construct an interaction-centered theory of moral education, first, several studies were reviewed, which are primarily on Jackson's research of moral life in school, on Kohlberg's Just Community Approach, and on Higgins' 'school culture' concept. The author made it clear that those writings have any limitation, though Higgins' concept is more faithful to teacher-student interaction itself. This article became aware of the necessity to study verbal and nonverbal interaction especially during the class(lesson), as well as general culture(or climate) streaming through the school. Second, this article sheds a clear light on three principles(or concepts), which can provide useful guidelines to teachers that may take a willing step to establish and practise 'moral community' in school and classroom. Third, this article gives some suggestions for the follow-up studies on school culture and moral education.

국문 초록 (Abstract)

본 연구는 학교현장의 교사-학생 상호작용 중심의 도덕교육론을 구성하려고 시도한다. 도덕이란 무엇인가에 대한 대답에 따라 도덕교육론을 구성하던 종래의 접근방식을 탈피하고 학교와 교실의 구체적인 교육맥락을 중심에 두고 도덕교육을 바라보는 방법론의 필요성을 제안하고 있다. 학력․학벌주의 교육문화가 심화되고 인성교육의 효율성이 의심받고 있는 학교현장에서, 이러한 연구는 긴요하다. 이를 위해 학교 도덕공동체 구성과 관련된 선행연구들, 잭슨(P. Jackson)의 연구, 콜버그(L. Kohlberg)의 정의공동체 접근, 히긴스(A. Higgins)의 학교문화 이론 등을 살핀다. 그리고 교사-학생 상호작용을 강조하는 문화의 개념을 보완하여 대화를 통한 도덕공동체 구성의 원리를 제시한다. 이 원리에 기초해 학교현장 도덕교육론 구성의 핵심이 되는 교사-학생의 역동적 대화를 분석하기 위한 두 가지 개념적 지표를 제안한다.

참고문헌 (Reference)

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