도덕 교과에서의 감사 성향 함양 방향
Directions of Cultivating Grateful Disposition in Moral Education
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아동과 청소년에게 있어 감사는 자족 편향에서 벗어나서 건전한 사회적 통합을도모하며, 집단과 사회에 기여하는 바람직한 성격 형성에 큰 도움을 준다. 그러므로 학생들의 감사 성향을 함양시켜 주는 것은 도덕교육의 중요한 과제 중의 하나이다. 이에 이 논문에서는 감사의 본질과 효과, 그리고 감사가 안녕을 매개하는 이론적 기제를 살펴본 후에, 도덕교육에서 감사를 가르칠 때 유념해야 할 3가지 기본 원칙을 제안하였다. 도덕교육자로서 우리는 학생들의 감사 성향을 함양하기 위해 학생들과 안전한 애착 관계를 형성하고, 학생들이 체화된 감사 성향을 지닐 수있도록 통합적인 지도 방안을 수립하여 적용하며, 성 인지적인 교육적 개입 방안을 고려할 수 있어야 한다. 그리고 무엇보다도 가장 중요한 것은 바로 교사가 학생들에게 감사의 역할 모델이 되어야 한다는 것이다.
Abstract
Gratitude in children and adolescents is very helpful for overcoming self-sufficient tendencies, pursuing sound social integration, and fostering desirable moral character. Therefore, cultivating students' grateful disposition is one of the most important tasks of moral education. In this article, I briefly review the nature and effect of gratitude for readers who are not familiar with gratitude research. I then show how gratitude is linked to students' well-being via four promising theoretical mechanisms such as schematic hypothesis, coping hypothesis, broaden-and-build theory, and amplification theory of gratitude. Finally, I conclude with three basic principles for teaching gratitude in schools. Teachers have to make students form secure attachment to them, implement an integrative teaching methods so that students can show embodied gratitude, and consider gender-sensitive gratitude intervention. This article ends with final recommendation for teachers that teachers should be true role models of gratitude.
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