상징성과 도덕과수업

Abstract

A moral instruction teaching moral is a part of human culture. There is a essence of culture in pursuing humane life that gets out animal state of instinct and passive state of restriction. A moral instruction as a part of culture shares these essence of culture. Then moral instruction can not be a signal like a manipulation of a responses and a order of behaviors. Because moral instruction like a signal is a passive manipulation of animal responses. If moral instruction was not a signal, we have to find a alternative respect to regard instruction as a effective conveying technique. And we can find a clue that can expand the researching areas in a symbolism. Because the characteristic that is contrasted to a signal is a ability of constructing and interpreting a signal in a interaction with human culture and human mind. As there is a human culture and human mind in a symbolism, the moral instruction should be approached to based on the characteristic of culture and mind. When we understand moral instruction based on a symbolism, teaching is a symbol that has expressed teachers’ moral meaning following from interpreting other moral symbol. And It is a learning that is a process of integrating a moral symbol and a moral meaning. When we see moral teaching and learning as a symbolic relation, we should premise imaginative freedom for occurrence of meaning in symbol. Then we can see moral instruction of a symbolic culture, and moral teaching of a symbolic expression, and moral learning of a imaginative interpretation. In this thesis depending on the relation moral instruction and symbolism, I offer one reflection to the respect that regard moral instruction with effective conveying technique based on the theory of systematic instructional design.