아크라시아와 도덕교육: 도덕적 지식의 의미
Akrasia and Its Implication to Moral Education: Meanings of Moral Knowledge
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초록
8차 도덕과 교육과정은 7학년에서 ‘아크라시아’에 대한 물음을 학생 자신에게 던질 것을 권하고 있다. 그러나 교육과정 해설서가 제시하는 ‘아크라시아’에 대한 설명은 다소 모호한 관점을 드러낸다. 이에, 본 논문은 ‘아크라시아’ 개연성을 자체를 부정하는 내재주의 관점의 소크라테스, 해어, 콜버그와 그것을 긍정하는 아리스토텔레스의 주장을 분석하여 보다 폭넓은 도덕적 행동의 실패에 대한 원인들을 추출함으로써 학생들의 도덕적 행동의 실패를 극복할 수 있는 도덕교육의 방향을 제안하고자 하였다. 도덕적 행동의 실패는 정당화 이유와 동기화 이유간의 불일치 현상으로서, 부정직함, 인지와 정서의 부조화, 그리고 도덕적 언어 사용과 도덕추론 미숙으로 인한 오해가 주된 원인이다. 이에 대한 처방으로서 실제적 욕구에 대한 파악과 감정교육, 적극적인 당위판단 교육 등이 시사된다.
Abstract
The new, 8th Curriculum in Moral Subject Matter commands to 7th grade students that they themselves should inquire into the reasons why they couldn't do what they think they ought to do, when it happens. However, the curriculum text has limited point of view about 'akrasia' and informations not enough to explain it, especially young student's akrasia. Therefore, this article tries to provide to students and teachers as well, the factors that could cause moral failures through analyzing internalists' 'moral knowledge' such as Socrates, R. M. Hare, and L. Kohlberg and semi-interalist Aristotle's 'moral knowledge,' which this article hopes to suggest teaching methods to improve students' akrasia. This article has a more broad point of view enough to catch up about students' akrasia than above scholors'. Moral failure is regarded as the phenomenon which happens when conscious justification reasons collide against non-conscious motivational reasons, which could be brought by dishonest, inharmony with emotion and desire(moral virtue), and unreflective cognitive failure such as misunderstanding moral language, inability to apply moral principle to a particular case, which makes it improper for us to translate 'akrasia' into 'weakness of will.' Therefore, recognition about actual motives or desires, feeling or emotion harmony through habituation and practice, and positive moral judgement are important for students to improve their akrasia.
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