도덕교육의 발생사와 지형도: 비판적 검토
The Genetic History and Topographic Map of Moral Education: A Critical Approach
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This paper is to draw a picture of the genetic history and topographic map of moral education in Korea. In order to discuss the dynamic factors in moral education, we must reckon first with the conception: that all learning is in the learner, not in the teacher. In this paper, some misunderstandings relating to moral education is examined and the cultural cognition of moral character is analyzed critically. It is an unique idea that moral character is constructed by subject matter in school. We need philosophical perspectives about moral education. Many people maintain that no logical connections can be made between philosophical perspectives and the areas of educational endeavor. Many of us assume that to build moral character through subject matter to be true and obvious without any clear idea of why. Thus, we may blindly accept many political and ideological recommendations without knowing whether they are justified.
Abstract
This paper is to draw a picture of the genetic history and topographic map of moral education in Korea. In order to discuss the dynamic factors in moral education, we must reckon first with the conception: that all learning is in the learner, not in the teacher. In this paper, some misunderstandings relating to moral education is examined and the cultural cognition of moral character is analyzed critically. It is an unique idea that moral character is constructed by subject matter in school. We need philosophical perspectives about moral education. Many people maintain that no logical connections can be made between philosophical perspectives and the areas of educational endeavor. Many of us assume that to build moral character through subject matter to be true and obvious without any clear idea of why. Thus, we may blindly accept many political and ideological recommendations without knowing whether they are justified.
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