어린이 철학교육 텍스트를 활용한 윤리학적 접근중심의 초등 도덕과수업

Abstract

From a methodological point of view, the identity of moral education can be found in the lesson of moral education centered on ethical approaches. The ethical approach is a kind of specific concept that is distinguished from other domains of philosophy in terms of content, and is a kind of generic concept included in the philosophical methodology. Therefore, if the ethical approach in elementary school moral education is understood as a philosophical approach, the discussion of philosophical education for children can be a good reference for implementing moral instruction focused on ethical approach. The preceding researches on philosophy education for children related to moral education refers to 'philosophy for children' which focuses on 'dialogue - act'. And it is suggested that the relevance and applicability of moral education, the necessity of introduction of general methods and its' attempt. This study focused on the direction of assimilating the discussions of philosophy for children in moral education rather than controlling moral education in philosophy for children from these meaningful preceding researches. This is because a philosophy education for children is not organized as an independent subject, and a philosophy education for moral education is considered rather than moral education for philosophy education. For the purpose of moral instruction used philosophy for children, this study is to analyze the philosophical fairy tale Nous which was developed with the elementary school period, and to examine the relevance of the content elements of the moral education curriculum and the main theme of the Nous. And considering the relation between the content elements and the main theme, a moral instruction of curriculum content "I am living correctly?(ethical reflection)" are illustrated by using "Nous". Through these example, I am able to confirm the possibility of using philosophy for children assimilated moral education focusing on ethical inquiry. At the same time, in order to assimilate philosophical fairy tales into moral education, it was necessary to reconstruct them in consideration of content elements and major themes. But this paper has a limitation that is not to analyze the all texts of the philosophy for education and that is not to suggest a teaching for the all content elements in moral education curriculum.