도덕적 상상력으로서 루소의 ‘공감각’ (Rousseau's ‘common sense’ as moral imagination)

서지정보

· 발행기관 : 한국초등교육학회
· 수록지 정보 : 초등교육연구 / 22권 / 3호 / 137 ~ 157페이지
· 저자명 : 김현주

초록

루소(J. J. Rousseau)는 <에밀>에서 아동기의 과업으로 여섯 종류의 감각적 발달을 제시하였다. 그는 물리적 대상을 지각하는 오감(五感)에 비물리적 감각으로서 ‘공감각’(common sense)을 덧붙였다. 공감각은 오감으로부터 발달하는 종합적 인식능력이다. 루소는 공감각과 오감과의 역동적 관계를 통해 아동기에 이루어지는 독특한 인식작용을 제시하였다. 이 인식작용은 바로 상상력(imagination)이다. 공감각의 특징 가운데 하나는 어린이들이 도덕적 사태에서 상상력을 발휘함으로써 도덕적 관념을 형성한다는 점이다. 이 연구는 철학적 분석을 통하여 1) 루소의 제6의 인식작용으로서 공감각의 개념을 도덕적 인식의 차원에서 재정립하고, 2) 공감각을 ‘도덕적 상상력’으로 재개념화 하며, 3) 아동기를 위한 도덕교육이 도덕적 규범을 어린이들에게 획득시키는 수준을 넘어 그들로 하여금 상상력을 발휘할 수 있도록 하는 가능성을 탐구함으로써, 4) 초등 도덕교육에 중요한 시사점을 제공하고자 한다.

영어초록

This paper re-examines Rousseau's notion of 'common sense', which acts as a kind of moral imagination amongst the diverse versions of imagination. It begins by acknowledging the difficulties with which the teacher faces in every day classroom practice. There has been noticed a big gap between teacher's intention and children's response specially in terms of perception of moral message in instruction. The difficulties can often be disappeared by transforming the teacher's theoretical framework or understanding what is really happening in children's mind. Rousseau's common sense should be regarded as an helpful conceptual tools to understand the unique sort of moral development in childhood.
Rousseau has made a significant claim that common sense is the sixth-sense interpreting other five-senses and creating new ideas or practices. With the help of common-sense children can see 'what is not given', 'what is not seen', 'what is not experienced' above and beyond 'what is given' or 'what is seen in front of their eyes'. By using 'common sense' children can create a diversity of their moral practices. In this sense, imagination has conceptual relationship with 'common sense.'
On the basis of the notion of 'common sense', the central theoretical argument of this study is that common sense takes its vital role as transforming children's naive perceptional senses. A subsidiary point is that the cultivation of moral imagination should be included in the tasks of school education. Moral imagination is the means for perceiving these pressures and investigating effectual prospects in a broadened and deepen context. Finally, in focusing upon moral imagination, the paper hopes to the examination of the direction of moral education specially based on the rationalistic view of moral education.

Moral imagination offers a rich model for understanding the sort of moral education that is essential to extend the dimension of children's moral life and practice. This suggests a more substantial way in expressing and advancing the ideal of moral education specially in regards to primary education.

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