한국군의 정신교육 진단과 발전 방향

Abstract

This paper explores the developmental directions of moral education in the ROK armed forces to cope with the change of future security environments. In Korea, the name of moral education in armed forces is called Jeonghun Gyoyuk [Troops Information & Education, TI & E]. The term of moral education in this paper means Jeonghun Gyoyuk. It may be summarized under the following features: Complexity of identity, Multi-layer and various scope of everyday living, Maximization of communication, Diversification of battlefield environment, and so on. Normative grounds, changing process, and synthetic diagnosis in moral education of the ROK armed forces stood on the basis of the analysis of these future environments. First of all, as normative grounds of military moral education there had been the Constitution of the ROK, some acts and regulations. But the military moral education were much more influenced by the National Defense Objective and the foundation National Defense Policy which had been decided by President. In the second place, this paper discusses the changing process of military moral education. The military moral education has played a pivotal role as a area of socialization from the beginning of the founding of the armed forces and there were periods when the moral education took the lead in Korean society. Nonetheless, the military professionalism has been established by the maturity of a national consciousness, and military's efforts to reform itself and the qualitative improvement of moral education have been accomplished by such a foundation. However, the question if North Korea is called as 'the main enemy' has still been at issue because the whole nation are concerned with it and it can work on the basis of the national defense policy including the military moral education policy. The military moral education has made a large contribution toward developing the ROK armed forces since the foundation of an army and have both the positive aspect and the negative aspect in the process of the military professionalism. In the educational activities, educational contents have been fundamentally devoted to knowledge, goal setting and evaluation of moral education have been so simple that creativity and diversification of moral education have been limited, the format of subject contents has confused 'goodness' with 'rightness' and restricted the sustainability of moral education effects. Then this paper proposes the developmental directions of military moral education. Firstly, this suggests to re-examine the contents and the system of higher laws and ordinances for moral education, more specifically to complement Military Service Regulation of Soldiers. Secondly, in the field of military education policy, this paper suggests to recover the Institute for National Defense Moral Education, make new categories in planning the curriculum and contents. And the harmonious moral education between reason and emotion should be emphasized along with these. In addition, this shows some improvements in evaluation of moral education. Thirdly, this suggests some administrative options such as the positive response to multi-cultures, recommends TI & E officers to participate to moral education relating academic association etc.