비고츠키주의자의 언어적 자기규제론의 도덕교육적 함의 = Moral Educational Implications of Vygotskian's Verbal Self-Regulation

다국어 초록 (Multilingual Abstract)

(Abstract)
The purpose of this study was to inquire moral educational implications of Vygotskian's verbal self-regulation. In general, self-regulation is called as a self-control and we regulate and evaluate our behavior based on that. Vygotsky believed this can be done with the proper usage of the language. Self-regulation is the process through which the language system monitors, controls, organizes, and structuralizes the behavior. Therefore, this concept of verbal self-regulation has a variety of cognitive and perceptual features.
It should be pointed out that without proper understanding of one's socio-cultural background, we can't truly figure out how our morality develops. He posits that the function of self-regulation is internalized through verbal reciprocity with adults or more capable peers.
With regard to the origin of moral function, Vygotsky believes that socio-cultural values. are vital in the development of morality. For Vygotsky, self-regulation is to be transformed from inter-psychological function to intra-psychological function through language. As we grow up, these virtues are internalized through language(external, private, inner speech), and children can use self-regulation to control their behavior. In this regard, his theory of verbal self-regulation can provide insights to the theory of virtue education. And by explaining and underscoring the virtue education from socio-cultural perspective and through the mediation of language, the sign(specially speech) plays an important role in the process of internalization. And to examine the process of shaping self-regulation will help us to trace the path in which the morality develops.
Next, because of underlying the socio-cultural perspective, his emphasis on self-regulation can be elucidated from epistemology and since he finds the source of knowledge within the socio-cultural contexts, he will be labeled as a social constructivist. More specifically, he views this process of transforming the outer knowledge into self-regulation as an appropriation rather than simply the process of internalization. By appropriation we are constructing our own traits of virtues rather than copying those of others. This goes along with the principle of social constructivism that knowledge is gained through social participation. So it is not surprising that he stresses the importance of dialogue in learning.
Lastly, his concept of the zone of proximal development(ZPD) suggests the possibility of integrative approach in developing self-regulation. Vygotsky distinguishes the actual level of development from the potential level of development. In the ZPD, verbal reciprocity with adults or more capable peers occurs. And this is a place where learning moral judgment through adults guidance and other capable peers happens. By balancing the moral socialization in the actual level of development with moral development at potential level of development through verbal reciprocity, it might be possible to find some clues in moral education which will allow us to develop new method of teaching harmonious development of morality in our classroom.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적 1
• 2. 연구 내용 6
• Ⅱ. 비고츠키주의자의 언어적 자기규제론의 이론적 기초 9
• 1. 비고츠키 심리학의 기본 개요 9
• 2. 비고츠키 심리학의 형성 배경 13
• 1) 마르크스 심리학의 영향 13
• (1) 변증법과 발생적 방법론 14
• 2) 피아제의 발생적 인식론 21
• (1) 발생적 인식론 21
• (2) 언어와 사고의 관계 26
• 3) 자넷의 사회 심리학 30
• 4) 소련의 신경 생리학 33
• (1) 세체네프의 신경생리학 33
• (2) 파블로프의 신호체계 36
• (3) 사이버네틱 모델 42
• Ⅲ. 비고츠키주의자의 언어적 자기규제론 46
• 1. 비고츠키의 언어적 자기규제론 46
• 1) 고등정신기능의 사회문화적 관점 47
• 2) 언어와 사고의 발달과정 51
• 3) 사적 언어와 내적 언어 55
• 2. 루리아의 언어적 자기규제론 58
• 1) 루리아의 언어적 자기규제의 이론적 특성 59
• 2) 루리아의 언어적 자기규제의 경험적 기초 61
• 3) 루리아의 언어적 자기규제의 3단계 이론 66
• 3. 비고츠키와 루리아의 언어적 자기규제론의 비교 69
• Ⅳ. 비고츠키주의자의 언어의 규제적 기능과 그 발달 72
• 1. 사적 언어의 구문론적 특성 ; 언어의 규제적 기능 72
• 1) 사회적 언어의 기존 지식과 새로운 지식 73
• 2) 레온테프의 활동 이론에 기초한 행위 77
• 3) 행위와 사적 언어의 기존 그리고 새로운 구조 80
• 2. 언어의 규제적 기능의 발달 83
• 1) 외적 언어의 자기규제 84
• 2) 내적 언어의 자기규제 88
• Ⅴ. 비고츠키주의자의 언어적 자기규제론의 도덕교육적 함의 96
• 1. 사회문화적 관점과 도덕교육 97
• 1) 도덕의 기원으로서 사회 ‧ 문화 98
• 2) 언어적 자기규제와 도덕교육 102
• 2. 사회적 구성주의와 도덕교육 110
• 1) 객관주의와 구성주의 111
• 2) 급진적 구성주의와 사회적 구성주의 113
• 3) 사회적 구성주의와 도덕교육 116
• 3. 근접발달영역과 도덕교육 118
• 1) 근접발달영역과 도덕적 지식 119
• 2) 자기통제와 자기규제의 구별 122
• 3) 도덕 사회화와 도덕발달의 조화 126
• Ⅵ. 결론 130
• 참고문헌 140
• 영문초록 147