중등도덕교육의 내실화 방안 연구

Abstract

Moral education curriculum is structurally bounded to follow the nation education curriculum as its sub-system. Under this condition, moral intensive course education and integration of moral subject and social studies which were proposed abruptly has stood out as a crucial issue. Along with a lack of explanation, the proposition contains serious defects , including its inconsistency with basic characteristics and methodology of moral education. To be specific, moral intensive course education goes against basic methodology of moral education which demands that cognitive , affective and active elements should be combined together. Also, the matter of integrating two different subjects shows us their misunderstanding about each subject’s identity. In this situation, it is not easy to seek ways to make moral education more solid. However, using the theory of Peter J. Fensham which suggests systematic criteria for foundation of subjects, this article investigates current status of structural criteria, Intra- research cirtieria and research methodology of moral education. By the structural criteria, the academic recognition (S1) is already sufficient. However, considering increasing social demands of ethics, it is necessary to supplement more researchers and found ethics institution in university. Currently research Journal (S2) is managed properly, but we can think about several ways to public awareness on moral education such as publishing periodicals aimed for general public or holding moral subject contest intended for teenagers. There are lots of professional associations(S3) nationwide , but it is time to be more global. When it comes to research conferences (S4), they are already varied and sufficient .Nevertheless, they need to be subdivided and become more articulate so that we gain moral contents knowledge. Research centers are already fulfilled. Yet, they will be improved by creating teacher education programs, producing more materials for graduate students and strengthening teachers’ Pedagogical Contents Knowledge. According to the Intra- research criteria, for ethics teachers’ PCK, the combinations of contents knowledge and teaching methods is necessary. In order to achieve this goal, cooperation and exchange of opinions between researchers are required. From the aspect of development of conceptual and theoretical development, application of various ethical theories from the East and West and new paradigms which will help us to solve recently raised ethical problems are certainly needed. Lastly, in the practical aspect, we should do more research on praxeology.