하곡학파 수양론의 도덕 심리학적 이해 − 도덕적 인지의 실행 문제를 중심으로 −

Abstract

This paper sees that to implement moral perception was the common issue of the modern moral psychology and the self-discipline theory of Hagok School, and analyzes and compares thses theories and their alternatives. In the theory of Hagok School exist several critical questions same as the ones which arose as a series of attempts by Kohlberg's moral psychology to make rationalism better or overcome the limits of intuitionism after the moral psychology was challenged by the intuitionism reinforced by neuroscience. The first critical question is that the moral reasoning of Haidt's intuitionism is not strong enough to be connected to moral action, and because in that theory the moral processing is automatic by intuition and thus there is no room for reasoning to work in the moral decision-making. This is clearly observed in the proposition of Jihanghapil. However, whereas Haidt understands intuition as a complex originated from both an innate module and social enculturation and thus emphasizes enculturation aspect more, Hagok School put more stress on active and voluntary and reflective self-examination. Such issue of moral subject has something in common with Blasi's moral identity theory. Blasi saw that in order to solve the synchronizing issue that moral reasoning is not connected to practice in reality, the subject of action must form a moral identity first. In addition, he argued that we must keep in mind that even when someone looks moral, he or she could be immoral due to the tendency of pursuing one's own interest or customarily internalized factors, and that it is important to integrate the self of sincerity with morality. The issue of moral subject and self is similar to the view of Hagok School which emphasizes ‘Yangji’s restoration to its original state as a self-inspector. In addition, Blasi’s issue of self-deception has something in common with gadoui of Hagok School. It is a moral psychologist Narvaez that developed Blasi’s identity theory and proposed an alternative to overcome the limits of intuitionism. Narvaez suggested an educational method which can improve moral professional technique through an integrative ethical model and moral meta-cognition. In this process, he devised a method to integrate moral intuition and moral reasoning evenly. This is similar with the self-discipline theory of Hagok School which saw that studying kyukmulgungri would converge on studying chiyangji. In Hagok School, chijangji means yangji’s recovery of moral sensitivity to restore its integrity, in which process Hagok School saw kyukmulgungri occurring as an intellectual inquiry to understand specific situations and find an alternative. The moral questions shared by Hagok School and the moral psychology show the existential concern of human that penetrates the times and enlighten the needs to modernize traditional ideas.