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훈육의 도덕교육적 함의와 지향 - 도덕적 주체와 공동체의 회복을 위하여 -

Implication of Moral Education and Direction on Discipline - To Rebuild Moral Subject and Community -

이정렬
한국초등도덕교육학회 (Korean Elementary Moral Education Society)|2013.03|초등도덕교육 (KOREAN ELEMENTARY MORAL EDUCATION SOCIETY)|제41호|pp. 253-284|DOI 10.17282/ethics.2013..41.253

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참고문헌

키워드

훈육disciplinemoral subject도덕발달moral development도덕적 주체reward and punishment상과 벌도덕적 상호작용moral interaction

초록

학교 폭력과 교실 붕괴에 대한 우려가 커지면서 인성교육을 강조해야 한다는 목소리가 높아지고 있다. 이러한 제안은 넓은 의미에서 도덕교육과 관련되지만, 아동들의 문제 행동에 대처하고 사회적으로 요청되는 행위나 습관을 형성시킨다는 점에서 ‘훈육’에 대한 요구를 담고 있다. 하지만 겉으로 드러난 행동을 중시하는 훈육과 상과 벌에 의한 훈육 방법은 훈육에 내재한 ‘교육’의 의미와 ‘도덕’의 의미를 훼손하게 만든다. 따라서 행동의 교수로서의 훈육을 넘어서서 아동의 도덕성을 함양할 수 있는 도덕교육적 접근이 요구된다. 이러한 의미에서 본 논문은 능동적인 도덕적 주체와 도덕공동체를 회복할 수 있는 도덕적 접근으로 아동에 대한 이해와 신뢰, 구성주의적 접근, 교육적 피드백, 도덕 공동체의 구성 등을 통한 도덕적 상호작용을 제안하였다.

Abstract

As there is more and more concern over school violence and class collapse, there is also more and more emphasis on character education. Although this suggestion is related with moral education in a broad sense, it contains the demand for ‘discipline’ in that it has children cope with problematic behavior and form behavior or habits requested socially. However, the discipline method based on reward and punishment to induce discipline and desirable behavior valuing only the external behavior deteriorates the meaning of ‘education’ internalized in discipline and the meaning of ‘morality’. Therefore, it is needed to secure approaches for moral education to cultivate morality in children beyond discipline as the teaching of behavior. In this sense, this article suggests moral interaction through understanding and trust on children, constructivistic approaches, educational feedback, and organization of a moral community as a moral approach to rebuild active moral subject and moral community.

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