학습영역의 분석을 통한 도덕교육 영역의 가능성 모색(칸트의 윤리설을 중심으로)

Abstract

Modern men are always talking about moral hazards in individuals and society. They are worry about moral hazards. Moral hazards have come from many causes. One of them comes from social trend that is an experience oriented moral education in a secularized world. Moral education has many aspects. Among them are there two important aspects that are practical and rational at the same time. The word 'practical' means to do a right thing in a certain moral situation. The word 'rational' means that the source of morality does not come from experience but from the transcendental reason. But modern moral education mainly focuses on moral problems in terms of experience. It is true that experience is important in learning, since people live with experience in daily life. But the rationale of ethical deeds and recognitiondoes not come from experience. It comes from transcendental reason in Kantian terms. Even though learning in behaviorism emphasizes on experience, Kant suggest that a rationale for learning comes from the transcendental reason. While constructivism says that a man subjectively construct knowledge on the basis of experience, Kant says that a man objectively construct knowledge by the transcendental reason beyond experience.To effectively teach a moral education, we have to know about the scope and contents of the transcendental reason in Kantian terms. Modern education needs to extend the theory of learning beyond the world of experience. The theory of learning has to include the phenomena(the world of experience) and the noumena(the world of the transcendent). It will balance moral education in both worlds.