L. Kohlberg의 발달적 사회화 접근
A Study on Lawrence Kohlberg's Developmental-Socialization Approach
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초록
본 연구의 목적은 콜버그의 도덕 교육 연구에 관한 포괄적 이해에 있다. 초기 콜버그의 도덕 교육에 관한 연구는 발달적 관점에서 가설적 딜레마 토론을 통한 개인의 도덕적 추론 능력의 함양에 있었다. 그러나 가설적 딜레마 토론을 통한 도덕 교육의 한계가 드러나면서 그의 발달적 관점의 도덕 교육 연구는 발달적 사회화 관점으로 전환한다. 초기 연구에서 뒤르케임을 비판했지만 후기연구에서는 그의 사상을 수용하면서 개인의 도덕적 추론 능력의 발달뿐만 아니라 공동체의 도덕적 분위기에도 관심을 갖고 정의 공동체 접근을 모색한다. 그의 발달적 사회적 관점은 개인의 도덕적 추론과 학교 공동체 유대감, 개인의 권리와 책임감, 정의와 배려가 조화될 수 있는 통합적 접근으로서 오늘날 통합적 접근을 지향하는 도덕과 교육에 시사하는 바가 적지 않다.
Abstract
The purpose of this study was to comprehensively understand Kohlberg's ideas about moral education. In Early study, Kohlberg was closely identified with the cognitive developmental perspective. He carried over many of the structural assumptions and criteria that characterized Piaget's stage theory of cognitive development. So he was interested in cultivating ability of individual's reasoning through the discussion of hypothetical moral dilemmas. But he revises his developmental perspective about moral education because of limits of moral education through the discussion of hypothetical moral dilemmas. Drawing from the ideas of Durkheim, Kohlberg came to believe that unit of education was the group. And moral education should change the school's moral culture, not just develop the person's moral reasoning. In this context, his approach about moral education involves both the collective socialization of moral content and the developmental promotion of moral reasoning. Thus his developmental-socialization Approach is full of suggestions in the current moral education because his approach incorporates both socialization and developmental perspectives.
참고문헌 (15)
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