도덕심리학적 관점에서 본 도덕과 교육과정 내용 분석과 의의

Abstract

This study analyzes the content of the national curriculum for moral education, an official state-level document, drawing on empirical findings from moral psychology and discussing its implications. First, in order to underscore the significance of moral psychology within the moral education curriculum, the study examines the curriculum’s content structure and demonstrates that moral psychology constitutes both the core and the backbone of this structure. Second, representative cases are selected from the content structure, achievement standards, and assessment components, which constitute the core of the moral education curriculum, and these are subjected to critical analysis in light of research findings in moral psychology. Finally, based on the results of this analysis, the study articulates the limitations of the moral education curriculum from the perspective of moral psychology and proposes directions for its improvement.