초중등 학생들의 연령과 성별에 따른 환경쟁점 해석과 환경도덕민감성의 특성
Interpretation of Environmental Issues and the Nature of Environmental Moral Sensitivity of Elementary, Middle, and High School Students by Age and Gender
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이 연구는 초중등 학생들의 환경쟁점 해석과 환경도덕민감성의 연령별, 성별 특성에 대하여 통계적 방법을 통하여 살펴보았다. 연구 결과, 연령이 높아짐에 따라 환경쟁점에서 학생들의 고려 대상은 없음에서 인간, 자연으로 유의미하게 확장되었으며, 인간중심적 환경도덕민감성이 생태중심적 환경도덕민감성으로 확장되고 통합되는 발달적 경향을 보였다. 환경도덕민감성의 발달은 생물에 대한 역할채택과 공감, 생태학적 관계에 대한 이해가 주요한 역할을 하는 것으로 보이며, 인간중심적 고려와 생명중심적 고려, 전체론적 고려는 서로 연결되어 상호 심화 발달에 영향을 주는 것으로 나타났다. 결론적으로 학생들의 환경도덕민감성의 발달은 연령의 증가에 따라 전 도덕적 단계인 문제없음과 이기적 해석을 거쳐, 도덕적 해석 단계인 인간중심적 해석, 생명중심적 해석, 전체론적 해석으로 발달한다고 할 수 있다. 하지만 성별에 따른 환경도덕민감성의 차이는 나타나지 않았다. 이러한 결과를 바탕으로 이 연구에서는 첫째, 인간중심적 환경도덕민감성에서 생태중심적 환경도덕민감성으로의 발달을 촉진하는 환경윤리교육, 둘째, 역할채택과 공감을 통한 환경윤리교육, 셋째, 학생의 연령에 적절한 환경윤리교육, 넷째, 생태적 정체성을 함양하는 환경윤리교육이 실시되어야 함을 제언하였다.
Abstract
This study explored how elementary, middle and high school students interpret environmental issues and what the nature of their environmental moral sensitivity is by age and gender. The results of this study demonstrated the following: 1) as the age of the students rose, the objects they considered in interpreting environmental issues expanded significantly from nothing to human beings and nature; 2) as students became older, their environmental moral sensitivity showed a tendency to be extended and integrated into eco-centric environmental moral sensitivity from one focused on anthropocentric environmental moral sensitivity. The development of environmental moral sensitivity seems to result from students’ adopting the roles of other living things, feeling sympathy for them and considering ecological relations. This study’s results show the fact that anthropocentric consideration, life-centric consideration and holistic consideration are interconnected and impact mutual intensified development. In conclusion, the study results can be interpreted as showing that as human beings become older, environmental moral sensitivity develops from the pre-moral stage, including the “no-problem stage” and “egoistic problem interpretation stage,” to moral interpretation stages including the anthropocentric, life-centric and holistic interpretation stages. However, the study found no differences in environmental moral sensitivity by gender. This study suggests that the direction of current environmental ethics education in schools should reflect the following characteristics: promotion of the development of eco-centric environmental moral sensitivity from a curriculum focusing on anthropocentric one; mobilization of role-taking and empathy in curriculums; confirming that curriculums are appropriate for particular age groups; and, finally, curriculums that foster ecological identity.
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