건설적 논쟁의 도덕교육적 함의
The implications of constructive controversy in moral education
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초록
건설적 논쟁은 우리 사회 갈등의 문제를 학교 현장에서부터 협력적인 맥락에서 해결할 수 있는 방안이 될 수 있다. 건설적 논쟁에 참여하는 것은 친사회적 행동, 관점 채택, 인지적·도덕적 추론 수준, 도덕 정체성, 정의와 공정, 공동선, 자아 존중감을 향상시켜 준다. 이 논문은 건설적 논쟁의 개념적 정의를 고찰하고, 건설적 논쟁을 효과적으로 수행하기 위한 건설적 논쟁의 절차를 밝혔으며 건설적 논쟁이 도덕교육에서 갖는 함의를 규명하였다. 국내에서 건설적 논쟁에 대한 연구와 적용은 초기 단계임에도 불구하고, 국외의 연구 결과들은 매우 뚜렷하다. 도덕교육의 방법론으로서 건설적 논쟁은 협력적 맥락을 통해 참여 하는 과정에서 학생들의 도덕 발달에 도움을 줄 수 있다.
Abstract
A constructive controversy can be a way to solve the problem of our social conflict from the school site in a cooperative context. Participating in constructive controversy improves pro-social behavior, adoption of perspective, level of cognitive and moral reasoning, moral identity, justice and fairness, common virtue and self-respect. This paper examined the conceptual definition of constructive controversy, elaborated the procedure of constructive controversy to carry out it effectively, and identified the implications of constructive controversy in moral education. Although the research and application of constructive controversy is in its early stages in Korea, the results of overseas research are very clear. As a methodology of moral education, constructive controversy can help students to develop their moralities in the process of participating through a collaborative context. Also, as a process of reaching out to solutions and it’s method, constructive controversy should be applied to solving problems not only in school curriculum but also in general daily activities within school.
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