바이오필리아(Biophilia)에 기초한 환경윤리교육의 방향
The direction of environmental ethics education based on biophilia
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본 논문은 바이오필리아에 기초한 환경윤리교육의 방향에 대해 탐색한 글이다. 바이오필리아는 생물학적 진화의 원리에 기초한 유전적 성향이나 인간-자연의 공진화에 따른 문화적 성향과 관련이 있는 가설이다. 이에 본 글은 정신분석학적, 진화론적, 미학적, 문화적 관점에서 이러한 바이오필리아 가설의 타당성 혹은 유용성을 검토하고 자연과 인간의 관계를 설명하는 자연의 가치에 대한 9가지 관점, 바이오필리아의 성향 그리고 자연가치에 대한 아동의 가치발달의 특징 및 단계에 대해 논의한다. 마지막으로 이러한 검토와 논의를 기초로 하여 바이오필리아를 함양하기 위한 세 가지 환경윤리교육의 방안을 제안한다. 그 세 가지 방안은 바로 생명중심적 추론능력의 개발, 생태적 덕성의 함양, 그리고 간접적 자연경험이 아닌 직접적 자연경험 활동의 강화이다.
Abstract
This paper explores the direction of environmental ethics education based on Biophilia. The biophilia hypothesis is also related to the genetic predisposition based on the principle of biological evolution and is also related to the cultural propensity according to the co-evolution of humans and nature. This article examines the validity or usefulness of the biophilia hypothesis from psychoanalytic, evolutionary, aesthetics and cultural perspectives. In addition, nine perspectives on the value of nature that explain the relationship between nature and humans, the biophilia tendencies, and the characteristics and stages in the development of children's values of nature are discussed. Finally, based on these reviews and discussions, I propose three ways of environmental ethics education for cultivating biophilia tendencies. It is the development of life-centered reasoning ability, cultivation of ecological virtue, and reinforcement of experiential activities.
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