道德教育의 理論定立을 爲한 基礎硏究

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 19권 / 3호
· 저자명 : 韓冕熙

목차

Ⅰ. 序論 : 道德敎育의 問題와 綜合的 接近의 必要性
Ⅱ. 道德敎育의 本質과 道德敎育의 接近方法
Ⅲ. 道德性 形成過程에서의 諸 要因間의 關係
Ⅳ. 結議 및 結論
〈參考文獻〉

영어초록

The purpose of this article is to study the foundations of moral education for synthesizing the cognitive, affective and behavioral approach.
The specific objectives are to identify the followings;
1) What are the factors of the morality?
2) What approachs are possible in moral edu¬cation?
3) What are the basic characteristics of the cognitive, affective and behavioral approachs for moral education?
4) What are the inter-relevance of those approachs?
5) What should be improved in moral education in terms of objectives. contents, methods, materials, evaluation and the role of teacher, etc.?
The results of this study is summerized as follows;
1) The cognition. feeling, affection. motive, habit and action appeared to be the most important factors of moral education.
2) The integration of morality as supreme good would be developed by the synthetic approachs of higher intellectuals, abundant feeling. affection. intensive goodwill and action.
Particulary, the affluent feeling and affection were found as very important factors for relating the intellectual variables.
Thus, the synthetic approach for moral education was found to be effective rather than any single approach.
The tacit knowledge by intuitive and aesthetical cognition was revealed as the basic factors of moral education, including liberal arts.
Therefore. the intentional attempt with aesthetical experience were found to- be the. new noticeable factor in moral education.
As the results of this study, the detected. facts of it suggest that we might improve moral education on its range; objectives. contents. methods. materials, evaluation, and the role of teacher, etc, as follows;
First, moral education must be implemented by all subjects that contain moral topics.
Second. in the objective of moral education. it must be acknowledged on the factor of tacit knowledge, and is rerealed comprehensive objective.
Third. not only the process of moral edu¬cation itself is admitted as contents. but it must be morally sound.
Fourth, the speech and action of teacher must be accomplished by coherent beliefsystem, and it must be moral one.
Fifth. the appraisal of the students, morality should not implemented by partial and quantitative method. but realized by intuitive and entire method, through investigating and analyzing students. producing another evaluation methods, and dialogue with students.

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