초등 도덕교과 교육의 윤리학적 기초 연구

Abstract

Every man are being of conduct. The activity of man is customarily divided into ordinary action and human conduct. The word called human conduct means that a man is axiological being. The human conduct is originated from values in the life. This paper was attempted to examine and analyze comparative axiology and its moral education of elementary school. The purpose to be achieved are to compare with values which is the ground of human conduct, and to examine and analyze moral education through variable axiologies which is the ground of human conduct. For the Idealism, value is absolute mind or absolute self. Idealist belive that values originate with a supernatural being. Value do not change from generation to generation, and constant and are not man-made but are a part of the macrocosm, that is, microcosm. Kant's “categorical imperative” state that we should always act as though our individual actions were to become a universal law of nature, Kant's ideal community consisted of man who treated one another as ends rather means. Therefore, to an Idealism, the moral problem in education can be thought about best by viewing the ethical conduct of men as growing out of social tradition. For the Realism, Ingenerally realistic value agree with idealism that values are basically permant. But realistic value is natural moral mode which is originated from Nature. Realist deny that have any supernatural sanction. The moral education of Realism can be found directly by observing the procedured of Nature, because Nature tends to support sustain life. In contrast to Idealism, Realism tends to look for moral exemplars not so much in human persons an in natural precesses. For the Experimentalism, values are not absolute mind or reason but consequence of public test or utility. Experimentalist belive that values are problem of experience and based on only experience. Also Experimental value is originated in the process of valuation between human organisms and their context or situation. Therefore, for experimentalism, values are not absolute but relative. The moral education for Experimentalism is learning through living which is the process of living itself. The children learn the morality of term of conduct by using it in their lives, by living through its application in real circumstances formulated at their level of behavior and comprehension, and by seeing that it works, ie., workability or utility. The Experimentalism then, the moral education, the Experimentalism, has a larger moral duty than merely the inculcation of this or that ethical practice ; its function is the intelligent criticism of the public standard, wherever that standard is expressed in the words and deeds of men is day-to-day life. According to the Existentialism, value is not absolute or universal but relative. Because it is originated from the anguish of freedom, ie., choosing. To be means to be engaged in choosing. There is no escaping the making of choices in human life. The freedom in the unigue foundation of values, and nothing justify us in adopting this or that value of scale of value. The Existentialist, therefore, claims that the individual is the author of his own right in axiology. The Existentialism hold the view that values are totally subjective, and morality and values are strictly within human beings, and that there are no values or morality outside of them. The Existentialism of moral education, then, is originated from the baselessness of values and individual choice.