일본의 도덕교육에 나타난 ‘개인존중’ –아비투스(Habitus)론을 근거로–

Abstract

If you look at the trend in and out of korea recently, there is a considerable amount of arguments about human rights problem, and ‘respect for individual,’ handled in one society, is directly connected to preception toward the ‘personal respect.’Japan enacted democracy as its state ideology after defeat in the Asian Pacific War. The basic ideology of the democracy is the dignity of ‘individual’; therefore, the content that ‘set count on individual’s integrity’ is specified in the full text not only of constitution law but also of fundamental law of education. Like this, democratic state should aim individual’s integrity, and in order to make it real, education about ‘respect for the individual’ is essential. However, Japanese school teaches that ‘individual’ should exist as ‘the public(the whole)’; in other words, they put ‘respect for the public’ before ‘respect for the individual’. It is virtually difficult to define that which one is more desirable, ‘the individual’ in western or ‘the public’ in Japan, and it is impossible to judge ‘the individual’ more valuable than ‘the public. This just shows that the meaning of individual’ in Japan is different from that in western, so we need to pay attention to the point that education about individual’s integrity values entire member, in contrast with democratic perspective that values independent individual. As a result, making an issue of overemphasizing individual means not ‘the individual’ but the public. In that, emphasis on ‘individual’ in Japanese education requires further examination. Meanwhile, Habitus means that cultural capital formed by group member’s common dispositional system is internalized in individual and handed down to next generation. Applying this, emphasis of ‘individual’ in Japan became common dispositional system and formed cultural capital, which is internalized to paradigm of each member.