뒤르켐의 도덕교육론에 대한 피아제의 비판은 타당한가?

Abstract

This article aims to introduce Durkheim’s discussion of morality and to examine the validity of Piaget’s critique of Durkheim’s theory of moral education, which is premised on his theory of morality and, supported by the developmental dualism evident from heteronomous to autonomous morality. Piaget respects Durkheim’s sense of duty and spirit of discipline with regard to his own morality, but criticizes Durkheim’s theory of morality when the autonomous morality is overlooked. The crux of his criticism is that Durkheim equates duty with goodness. However, his criticisms of Durkheim sometimes miss their relevance, and as a kind of extrinsic critique, they exclude the discussion of the various possible moralities that emerge in synchronic and diachronic societies. Nevertheless, Piaget’s discussion of autonomous morality based on cooperation and mutual respect seems to us to be common sense in modern democratic societies. His critique that Durkheim’s moral education only considers the influence of adult society on children’s society, and consequently, Durkheim’s society overlooks children’s society, is significant. At the pedagogical level, Piaget’s critical perspective and Durkheim’s insights on morality must be encompassed. Teachers’ resolute demands such as respect for discipline, as well as autonomous morality that is formed through cooperation and interaction, should be requisites in schools.