2022 개정 초등 도덕과 교육과정에 나타난 도덕성 형성의 중첩성

Abstract

This study is about the moral building for students. From the 7th moral curriculum, moral education is mainly depended on the integrative approach, cognitive·affactive·behavioral approach, for morality. I interpreted and figured out the 7th moral curriculum as a static and structured approach for moral education. Unfortunately the statical integrative approach for morality in 7th moral curriculum can not face with the 2022 revised moral curriculum. Because of focusing on the inquiring processes by the 2022 revised moral curriculum, the static one can not cover the dynamic processes. In this context, on this paper I suggested the multi-overlap approach for moral building which is well cope with the 2022 revised moral curriculum. The muli-overlap approach is focus on the many roles of the specific element of morality, until now that has been only just one role in the domain composed of morality. For example, the understanding element of the 2022 revised moral curriculum includes the explaining, the applying, empathying, taking a perspective, reflecting, etc. Specially, I am concern on the empathying of understanding, it was categorized by affective domain in the traditional integrative approach of the 7th moral curriculum, but here in the 2022 revised moral curriculum, it has multi roles, cognitive and affective. So, I call the dual and many roles by one element as multi-overlap role for morality. I think that the multi-overlap frame for moral building is proper and scientific angle. In this paper through introducing of the concept, multi-overlap for morality, I hope for the advancement of the frame by the many excellent researchers and moral teachers.