비도덕적 행위의 자기 합리화 논의와 학교 도덕교육에 주는 함의
Discussion on Self-Rationalization of Immoral Behavior and Implications for School Moral Education
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사람들이 크고 작은 비도덕적인 행동을 하면서 스스로 여전히 높은 도덕적 정체성을 가지고 있다고 주장하는 이유는 무엇이며 그것은 어떤 한계를 갖는가? 본 논문은 비도덕적 행위의 자기 합리화(self-rationalization)에 관한 최근 연구에 기반하여 이러한 물음에 답할 수 있는 타당한 근거를 탐구하는 데 중요한 목적이 있다. 비도덕적 행위의 자기 합리화는 자신의 비도덕적 행위에 대한 이유를 제시하고 실제로 도덕적인 것처럼 재해석하는 과정으로 자신을 선하고 괜찮은 존재로 보려는 욕구에서 비롯된다. 비도덕적 행위의 자기 합리화 전략으로 도덕의 분리(moral disengagement), 도덕적 균형(moral equilibrium), 도덕적 허가(moral licensing) 등이 많이 활용되고 있는데, 이것은 진정한 자기반성을 통한 도덕적 행위로의 전환을 위한 계기가 아니라 비도덕적 행위가 지속되거나 더 심각한 행위로 확대하도록 하는 데 기여할 수 있다는 데 문제가 있다. 비도덕적 행위의 자기 합리화가 갖는 한계를 인식하고 예방하기 위해서는 그간 크게 주목하지 않았던 학교 도덕교육에서부터 이에 대해 체계적으로 가르칠 필요가 있다. 본 연구는 비도덕적 행위에 대한 자기 합리화의 이유와 방법에 대하여 최근의 관련 연구에 근거하여 분석한 후, 그 한계를 도출하여 학생의 훌륭한 인격(도덕성) 함양을 목표로 하는 학교 도덕교육에 주는 함의를 탐구하였다. 어떤 문제의 원인을 보다 잘 이해할 수 있다면 그 해결 방안 마련도 훨씬 체계적이고 적절하게 할 수 있기 때문이다.
Abstract
Why do people engage in large and small immoral behaviors and still claim that they have a high moral identity, and what are the limits of this? This paper aims to explore the plausible basis for answering these questions based on recent research on the self-rationalization of immoral behaviors. Self-rationalization of immoral behavior is the process of giving reasons for one's immoral behavior and reinterpreting it as if it were actually moral, which is driven by the desire to see oneself as good and decent. Moral disengagement, moral equilibrium, and moral licensing are popular strategies for self-rationalizing immoral behavior, but the problem with these strategies is that they can contribute to the continuation of immoral behavior or escalation to more serious behavior, rather than to a shift toward moral behavior through genuine self-reflection. In order to recognize and prevent the limitations of self-rationalization of immoral behavior, it is necessary to systematically teach it in school moral education, which has been largely neglected. This paper analyzes the why and how of self-justification of immoral behavior based on recent relevant research, and then draws out its limitations and explores the implications for school moral education that aims to cultivate good character (morality) in students. The better we understand the causes of a problem, the more systematic and appropriate the solution can be.
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