도덕화의 심리적 메커니즘과 도덕교육적 적용
The Psychological Mechanism of Moralization and its Applications in Moral Education
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본 논문은 도덕화(moralization)의 심리적 메커니즘을 이해하고, 도덕교육에 있어서의 적용 방안을 탐색하는 것을 목적으로 한다. 도덕화는 이전에는 도덕적으로 중립적이었던 현상 또는 행위가 도덕적 속성을 갖게 되는 심리적 처리과정을 의미한다(Rozin, 1999). 도덕화의 심리적 처리과정은 인지 및 감정 등 다양한 요인과 상호 영향을 주고받는다. 또한, 도덕화는 개인적이고 사회적인 수준에서 사람들의 행위에도 영향을 미친다. 그러므로 도덕교육은 도덕화의 심리적 메커니즘을 이해하고, 이를 도덕교육에 적용할 필요가 있다. 학생들에게 일상 현상을 도덕화하는 경험을 제공함으로써 학생들의 도덕적 관심을 확대할 수 있다. 그리고 도덕화의 과정과 결과를 성찰함으로써 도덕적 대화의 토대를 마련할 수 있고, 이를 통해 도덕적 갈등과 분열을 해결할 수 있다. 어떤 행위나 현상이 왜 도덕적 영역에 포함되는지를 이해하는 것은 자신의 도덕적 실천을 강화할 수 있을 뿐만 아니라 다른 사람의 도덕적 입장을 이해할 수 있는 기회를 제공할 수 있다.
Abstract
This paper aims to comprehend the psychological mechanisms of moralization and explore its application in moral education. Moralization is the process through which preferences are converted into vales, both in individual lives and at level of culture(Rozin, 1999). The psychological process of moralization is intricately linked with various factors such as cognition and emotion. Additionally, moralization significantly influences individuals' behavior and attitude in both intrapersonal and interpersonal relationships. Therefore, it is crucial for moral education to comprehend the psychological mechanisms of moralization and incorporate them into the educational framework. Students have the potential to broaden their moral concerns as they moralize everyday phenomena. Moreover, by engaging in reflection for the processes and consequences of moralization, students can establish the foundations for moral dialogue. This, in turn, can contribute to the resolution of moral conflicts and divisions. Understanding why an act or phenomenon falls within the moral domain can not only fortify one's own moral practices but also provide insights into the moral positions held by others.
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