교육문제의 윤리적 이해와 도덕교육의 지향에 대한 철학적 고찰

Abstract

There are many educational agonies in Korea these days. This paper will focus on two agonies among them. One is about an educational justice in terms of the equal opportunity of education. The other is about character education. The former will be reviewed in Plato's point of view. Plato thinks that the true justice in education can be achieved through the proportional equality. The latter will be examined in Dewey's point of view. He says that character education is the final end in all kinds of education. Every subject in school education finally aims at a moral person. This paper will also analyze the current 'Moral"curriculum in Korea to which it relates in terms of justice and equality. There are three types of justice in Plato's theory. The first justice is about doing one's own jobs. The second is about knowing thyself. The third is about knowing the Idea of the Good. Pupils will grow to be a just man through education. But every pupil will achieve one's own justice according to his/her own ability through education. Dewey considers moral person in the pragmatic point of view. He criticizes Kantian and Utilitarian concept of morality. A man will not grow to be moral on the basis of deontology and utilitarianism but that of pragmatism. Dewey thinks that morality be based on pragmatism to which a man can morally act. In conclusion this paper deals with the direction of moral education in Korea. Ethics needs to take a route to which moral education tends to go in the future. It is a rational way in which moral education in Korea be taught on the basis of the universalized ethics in the 21st century. The most Korean way of ethical thinking should be the universal way of that.