도덕적 정서 함양을 위한 습관화의 함의에 대한 연구
A Study on the Implications of Habituation for Cultivating Moral Emotions
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초록
도덕성의 정의적 영역은 교육을 통해 육성하기가 어려워 교육 현장에서 관심을 덜 받아 온 것이 사실이다. 이제 아동의 정서적 생활을 올바른 방향으로 나아가도록 하는 일은 도덕교육의 중차대한 과제이다. 이런 전제하에 본고에서는 정서의 의미, 정서의 도덕적 의미, 정서의 중요성 등을 먼저 탐색해볼 것이다. 다음으로 인지, 정의, 행동 간의 관계를 살펴볼 것이다. 그리고 정의적 영역을 함양하기 위한 도덕적 정서 교육을 살펴본 다음에 정서 교육방안 중에 가장 오래전부터 강조되고 활용된 습관화가 정서 함양에 어떤 기여를 할 수 있는지를 규명해 볼 것이다. 끝으로 학교 현장에서 도덕적 정서의 습관화를 위해 특히 도덕과 교사에게 요구되는 역할을 탐색해 볼 것이다.
Abstract
It is true that the affective domain of morality has received less attention in the field of education because it is difficult to cultivate through education. It is now a critical task for moral education to direct children's emotional life in the right direction. Under this premise, this paper will first explore the meaning of emotions, the moral meaning of emotions, and the importance of emotions. Next, we will look at the relationship among cognitive domain, affective domain and behavioral domain. After looking at the moral emotional education to cultivate the affective domain, we will examine how the habituation emphasized and used as the emotional education methods for a long time can contribute to emotional cultivation. Finally, we will explore the role that moral subject teachers especially need in school education field for the habituation of moral emotion.
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