아동의 도덕적 정서의 발달을 위한 도덕과 수업 -수업 전략의 탐색-

Abstract

This paper is to study children's development of moral emotions and to find out some effective teaching strategies for classroom teachers to promote children's moral and prosocial development. I reinterpreted the rising interest in justice as an emotional virtue. Martin Hoffman's empathy/sympathy theory and William Damon's stages of children's distributive justice conceptualization are germane to my work, since they give essentially emotion-oriented accounts of moral development in general, as well as an explanation of the gradual bonding of empathy/sympathy with justice. In this paper, emphasized are three points as follows: ①Insofar as the transformation of empathic into sympathetic distress takes place, the last three stages of empathic distress (quasi-egoistic, veridical, beyond the situation) are also stages of sympathic distress.　②While empathy may not make a structural contribution to justice, it may provide the motive to rectify violations of justice to others. ③Inductions make children more receptive to the kind of negotiation, compromise, and successful conflict resolution. Conclusions are as follows: ①Teachers should use inductive discipline as most highly recommended method.　②The role of social learning is effective in reinforcing and triggering empathy/sympathy and the prosocial emotions. ③Merit-based emotions come naturally to children, thus only needing to be nurtured through developmentally appropriate teaching practice.