도덕ㆍ인성교육에서 신경 신화에 관한 비판적 성찰
A critical reflection on neuromyths in moral & character education
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신경과학 연구 결과가 교육 현장에 스며들면서 우리는 신경 신화(neuromyths)라는 새로운 도전에 직면하였다. 여기서 신경 신화란 소위 뇌 기반 교육 적용에서 종종 드러나는 뇌의 기능에 관한 그릇된 대중적인 설명을 의미한다. 신경 신화는 뇌 연구를 통해 과학적으로 공인된 사실에 관한 그릇된 이해, 잘못된 해석이나 인용으로 생겨난 오해를 의미한다. 도덕ㆍ인성교육 분야에도 이와 유사한 신경 신화가 확산 중이다. 이에 이 논문에서는 도덕ㆍ인성교육에서 확산 중인 신경 신화의 오류를 분석하는데 논의의 초점을 맞추었다. 이러한 목적을 달성하려고 먼저 신경 신화의 발생 원인과 국내외 실상에 관해 살펴보고, 도덕ㆍ인성교육 분야에서 국내외 학자의 논의에 등장한 신경 신화가 무엇인지 그리고 그것이 왜 그릇된 것인지를 비판적으로 살펴보았다. 끝으로 도덕ㆍ인성교육에서 신경 신화의 확산을 방지하기 위한 현실적인 대책을 제시하였다.
Abstract
The growing interest among educators in the application of neuroscientific results to classroom practice has gained great momentum. Because neuroscience as a emerging academic field is very complex, it is very hard for us to translate neuroscientific information accurately to classroom practice. Unfortunately, as neuroscientific findings permeate into the filed of education, we face a new challenge of neuromyths. OECD defined neuromyths as a misconception generated by a misunderstanding, a misreading, or a misquoting of facts scientifically established by brain research. The rapid proliferation of neuromyths regarding education has been facilitated by oversimplified media report, premature commercialization, and the lack of knowledge on the brain among teachers. The rise of neuromyths can be also found in the area of moral & character education. This article has focused on identifying, analyzing, and criticizing neuromyths that are prevalent in the writings of both foreign and domestic scholars majoring in moral & character education. For this aim, I explored the causes and realities of neuromyths in many countries, then described where neuromyths went wrong in a critical fashion. Finally, I made a promising suggestion to dispel neuromyths regarding moral & character education.
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