감사 연습의 도덕교육적 의의
The implications of exercising gratitude in moral education
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긍정적인 도덕 정서로서의 감사는 타인으로부터 가치 있는 이득을 받을 때 나타난다. 감사를 경험하고 표현하는 것은 안녕, 신체적 건강, 도덕적ㆍ친사회적 행동, 사회적 관계를 향상시켜 준다. 이 논문은 덕 윤리학과 긍정심리학에서 감사의 개념 정의를 고찰하고, 아동과 청소년의 감사 성향을 제고하기 위한 교육적 개입 방안을 분석하며, 감사 연습이 도덕교육에서 갖는 의의를 규명하였다. 아동과 청소년을 위한 감사 교육 활동은 아직 초창기임에도, 지금까지의 연구 결과들은 매우 유망하다. 아동과 청소년의 감사 성향을 높이기 위해 우리가 주목해야 할 교육 방안은 축복 헤아리기, 감사 방문, 도식적 도움 평가를 학습하기이다. 도덕교육자로서 우리는 감사 연습이 항상 그리고 반드시 아동과 청소년의 도덕 발달에 도움을 주어야만 한다는 사실을 명심해야 한다. 이를 위해 감사 연습은 더욱 성찰적인 도덕적 비전의 견지에서 실행되어야만 한다.
Abstract
Gratitude as a positive moral emotion occurs when one person acknowledges receiving a valuable benefit from another. The experience and expression of gratitude benefit us by enhancing well-being, physical health, moral or prosocial behaviors, and social relationships. In this article, I traced the definition of gratitude in both virtue ethics and positive psychology, analyzed major interventions to increase grateful dispositions among youth, and suggested the implications of exercising gratitude in moral education. Though the gratitude intervention for youth is still in its infancy, several research findings are very promising. Notable interventions to increase grateful dispositions in children and adolescents are counting blessings, the gratitude visit, and learning schematic help appraisals. We as moral educators keep in mind that exercising gratitude must always and inevitably be helpful for moral development of youth. To do this, exercising gratitude should be done in the light of more reflective moral vision.
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