자유주의와 도덕교육
Liberalism and Moral Education
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초록
이 논문은 사회주의 국가 중국의 윤리(교육)학계에 자유주의 도덕교육을 개괄적으로 소개하기 위해 쓰였다. 이 논문은 사회정치이념과 도덕이론, 그리고 도덕교육과의 연관성 관점에서 자유주의 도덕교육을 분석하고, 칸트의 윤리학과 공리주의, 분석윤리학에 기초한 도덕교육과 아리스토텔레스의 덕 윤리학에 기초한 인격교육을 발전적으로 통합하는 열린 인격교육이 하나의 지향점일 수 있는 가능성을 검토하고자 하였다. 자유, 공정성, 평등, 합리성은 도덕을 가능하게 하는 필수적 조건들이다. 그럼에도 불구하고 자유주의가 토대하고 있는 도덕의 개념은 불충분하다는 주장이 힘을 발휘하고 있다. 비판자들은 칸트 이래로 도덕철학은 도덕적 가치에 의한 판단보다는 도덕적 의무에 의한 판단에 관심을 보여 왔고, 근대의 도덕철학은 도덕적 가치를 공동체와 전통으로부터 단절된 개인들의 판단에 맡기게 되었다고 본다. 이에, 본고는 자유주의와 그것을 뒷받침하는 도덕이론이 갖는 도덕성의 제한적 의미를 밝히고, 자유민주주의 사회에서 영향력을 행사해온 도덕교육이론을 비판적으로 검토하였다. 그리고 새롭게 등장한 덕 윤리학과 공동체주의에 근거한 도덕교육론을 살펴보고, 종래의 보수적 인격교육론의 문제점을 극복할 수 있는 열린 인격교육 혹은 덕 윤리학에 근거한 도덕교육이론을 한 대안으로 제시하였다.
Abstract
The purpose of this paper is originally intented to introduce various moral education theories in liberal societies to chinese ethics (education) association, and aims to analyze and evaluate the various moral education theories in connection with liberalism as a political ideology and the moral theories which liberalism could be justified by. This paper seeks to establish ‘open character education theory’ as a alternative theory to integrate moral eduction theories based on deontology, utilitarianism, meta ethics, and those based on Aristotle’s ethics and communitarianism. The core values of liberalism such as freedom, fairness, equality, and rationality are considered as requisite conditions for morality to function. However, some critics argue that the concept of morality which liberalism is based on is insufficient as a concept of full morality. They suggest that moral philosophy since Kant are interested in judgement by moral duties rather than judgement of moral values, and that modern moral philosophy ascribes moral values to individuals disconnected with community and tradition. Therefore, I explain the reason why liberalism and the moral theories fundamentally have limited theoretical resources not to justify themselves and the narrow concept of morality not to include another vision of morality as virtues which have influenced peoples from ancient times to today. Also I exam critically the moral education theories based on that ideology and moral theories, such as Value Clarification approach, Kohlberg’s moral education approach on cognitive development, and recent Character Education approaches in U.S.A. I suggest that even recent character education theories should be overcome from point of view of their traditional weakness and conservative political orientation. Finally I suggest that new open character education should be provided as a alternative liberal moral education which should be beyond both the duty-based, action-based, or principle-based ethics educations and recent conservative character education, and that the new open character education could make well use of Aristotle’s phronesis and phronimos in which students’ moral judgement and moral habituation could be developed compatibly in liberal democratic societies.
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