도덕의 상징적 의미에 근거한 초등 도덕과 학습내용 체계

Abstract

The moral instruction is a kind of human culture that leads the meaning of moral to become a student’s mind. To embody this, we must ask first what moral means. One of the ways to answer this difficult question is looking into moral things represented in moral education curriculum. The learning contents in moral education curriculum correspond to moral things, and these moral things symbolize major abstract values and virtue items. Furthermore, the meaning schema of major values and virtue items based on the symbolic meaning of moral things converges into a gestalt and forms abstract moral meaning. Moral things are a kind of vehicle symbolizing major values and virtue items as a tenor, and the meaning schema of those can be another vehicle symbolizing moral as a tenor. The meaning schema of whole-oriented values and virtue items is a primary symbol representing the meaning of moral in the highest level of symbolic relations. Among the whole-oriented values and virtue items, the meaning schema of responsibility encompasses a life of fulfilling a gap, the meaning schema of justice contains a life of maintaining a balance, and the meaning schema of consideration involves a life of adding a necessity. The meaning schema, which has a form of symbolic amount and distance contained in such whole-oriented values and virtue items, converges into a gestalt, whereby the meaning of moral is formed. According to this perspective, the learning contents system in moral education can be established based on the single symbolic moral form of amount or distance and the complex symbolic moral form which is subdivided into double, triple, and fourfold symbol.