통합적 인격교육과 구성주의적 도덕교육
The Integrated Character Education and the Moral Education based on Constructivism
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제7차 도덕과 교육과정은 인격교육을 지향한다. 그러나 인격교육은 교육실천 ‘운동’의 성격이 강하기 때문에 이론적 기반이 취약하다. 본 연구는 구성주의적 관점의 보완을 통해 인격교육의 이론적 기반을 강화하고자 하였다. 구성주의 이론에 따르면, 도덕발달은 개인간 정신과정이 사회․문화의 언어와 담론을 매개로 개인내 정신과정으로 변형될 때 이루어진다. 즉 일상적 도덕언어를 매개로 외적언어가 내적언어로 될 때 도덕적 내면화가 이루어진다. 도덕적 내면화는 근접발달지대내에서 교사나 부모 또는 보다 유능한 동료의 도움을 받을 때 가능하다. 언어를 매개로 타인과의 상호작용을 통해 도덕성이 발달한다는 구성주의적 관점은 통합적 도덕교육의 성격을 띤다. 그 사례로 내러티브 접근법과 철학적 탐구공동체를 제시할 수 있다. 내러티브 접근법은 도덕성의 각 요소가 포함된 도덕경험의 이야기를 통해, 철학적 탐구공동체는 공동체 속에서의 탐구 학습을 통해 도덕성의 통합적 발달을 지향한다.
Abstract
The purpose of this study is to clarify the basis and application of character education in the 7th moral education curriculum. Character education is to be complemented by the constructive point of view in considering an ideal human being set by the 7th education curriculum. According to constructivists, morality means the tendency to act by the rules gained not only through internalization of rules determined socially and culturally but through self-determination. Morality is developed through learner's experience by means of symbols like language. And what a language means is determined by social interactions. Individuals develop their morality through internalizing this language as a medium of moral experiences and functions. According to Vygotsky's theory, morality is first seen among individuals that interact socially and then in the inside of the learner. Here, it is the zone of proximal development where individuals interact and internal mental states of individuals meet. Because constructivism puts stress on internalization through language and mutual interactions, it's principles are regarded as an integrated moral education method. The constructivism suggests narrative approach and the community approach of philosophical inquiry as integrated moral education methods. Narrative approach has started at the point that narrative has a role in human life and moral experience. And it is an integrated approach to moral education because narrative includes three major elements of moral dimensions; moral cognition, emotion, action. The method of the philosophy for children is the community of philosophical inquiry using dialogue. The community of philosophical inquiry is also an integrated approach to moral education, teaching moral principles through inquiry and experiencing moral virtues through community activity.
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