도덕교육은 궁극적으로 도덕성을 함양시키는데 목적을 두고 있다. 일반적으로 도덕교육에서 논의되고 있는 도덕성은 도덕적 지식이나 판단능력과 관련된 인지적 도덕성, 도덕적 정서와 관련된 정의적 도덕성 그리고 구체적인 도덕적 행위와 관련된 행동적 도덕성 등으로 대별될 수 있다. 이러한 맥락에서 본 연구는 초등도덕교육에서 도덕성 함양을 위한 하나의 실천적 접근방안으로서, 정의적 도덕성과 관련된 도덕적 정서를 함양시킬 수 있는 정서교육 지도방안을 모색해 보는데 초점을 맞추고 있다. 도덕적 정서란 도덕적 문제사태 속에서 개인들이 도덕적인 행위를 하는데 있어서 중요한 역할을 하는 감정을 말한다. 도덕교육에서 강조되고 있는 도덕적 정서에는 공감, 감정이입, 동정심, 배려, 양심, 사랑 등이 있다. 분명히 도덕적 정서는 도덕적 행위를 하는데 있어서 중요한 역할을 한다. 그럼에도 불구하고 도덕교육에 있어서 인지적인 접근을 강조하는 사람들은 도덕적인 지식이나 ...
도덕교육은 궁극적으로 도덕성을 함양시키는데 목적을 두고 있다. 일반적으로 도덕교육에서 논의되고 있는 도덕성은 도덕적 지식이나 판단능력과 관련된 인지적 도덕성, 도덕적 정서와 관련된 정의적 도덕성 그리고 구체적인 도덕적 행위와 관련된 행동적 도덕성 등으로 대별될 수 있다. 이러한 맥락에서 본 연구는 초등도덕교육에서 도덕성 함양을 위한 하나의 실천적 접근방안으로서, 정의적 도덕성과 관련된 도덕적 정서를 함양시킬 수 있는 정서교육 지도방안을 모색해 보는데 초점을 맞추고 있다. 도덕적 정서란 도덕적 문제사태 속에서 개인들이 도덕적인 행위를 하는데 있어서 중요한 역할을 하는 감정을 말한다. 도덕교육에서 강조되고 있는 도덕적 정서에는 공감, 감정이입, 동정심, 배려, 양심, 사랑 등이 있다. 분명히 도덕적 정서는 도덕적 행위를 하는데 있어서 중요한 역할을 한다. 그럼에도 불구하고 도덕교육에 있어서 인지적인 접근을 강조하는 사람들은 도덕적인 지식이나 추론능력을 개인들이 도덕적인 행위를 하는데 있어서 가장 중요한 영향을 미치는 요인으로 보고 있다. 그러나 이러한 입장과는 달리 개인들은 도덕적인 문제사태에 직면하였을 때 도덕적 지식보다는 자기 자신의 다양한 심리적 경험에 의거하여 도덕적 행위를 하기도 한다. 즉, 개인들은 도덕적인 행위를 하는데 있어서 분명히 도덕적 지식을 필요로 한다. 그러나 개인들이 도덕적 행위를 하는데 도덕적 지식이 반드시 필요한 요인이 아닐 수도 있다. 그리고 개인들이 도덕적 지식을 바탕으로 하여 도덕적 행위를 하는 과정에서 도덕적 정서가 중요한 매개적 역할을 하기도 한다. 이와 같이 도덕교육에서 중요한 위상을 갖는 도덕적 정서를 함양시키기 위해서 본 연구는 정서교육의 내용, 정서교육의 방법적 원리 그리고 정서교육의 구체적인 지도방안 등에 초점을 맞추어 다음과 같이 논의를 전개하였다. 첫째로, 초등도덕교육에 있어서 정서교육의 내용이 되는 대표적인 도덕적 정서로서 공감, 감정이입, 동정, 배려, 양심, 사랑 등을 제시하였다. 둘째로, 초등도덕교육에서 도덕적 정서를 함양시키기 위한 방법적 원리로서 정서적으로 안전한 환경 구성하기, 적절한 표현 모델 보여주기, 정서를 이해하도록 도와주기, 정서표현양식을 인정하고 존중하기, 도덕적 정서를 습관화하기, 감정이입(역할채택)의 기회 제공하기 등을 제시하였다. 셋째로, 정서교육을 위한 실제 지도방안을 도덕과 교육을 통한 지도방안(가치지 활용, 역할놀이, 감동 및 감화자료 활용, 배려공동체 모형활용 접근), 학급 및 학교활동을 통한 지도방안, 가정 및 지역사회의 연계를 통한 지동방안 등으로 구분하여 구체적인 예를 들어가면서 도덕적 정서를 함양시키는 방안을 제시하였다. 우리는 정서교육을 통하여 도덕적 정서들을 우리의 인격 속에 내면화 시켜 우리의 삶과 인격을 합리적 열정으로 인도할 때, 우리의 도덕적 성숙은 완성될 것이다. 지식우월주의와 이기주의가 팽배한 현대사회 속에서 도덕적 정서를 함양시키는 일이야말로 모든 사람들이 요구하는 가장 커다란 바램들 중의 하나임에는 틀림이 없다. 따라서 도덕적 정서 교육을 통한 감정의 변화, 전인격적인 변화 등을 우리의 삶 속에서 계속적으로 이루어져야 할 중요한 과제라고 보여진다.
도덕교육은 궁극적으로 도덕성을 함양시키는데 목적을 두고 있다. 일반적으로 도덕교육에서 논의되고 있는 도덕성은 도덕적 지식이나 판단능력과 관련된 인지적 도덕성, 도덕적 정서와 관련된 정의적 도덕성 그리고 구체적인 도덕적 행위와 관련된 행동적 도덕성 등으로 대별될 수 있다. 이러한 맥락에서 본 연구는 초등도덕교육에서 도덕성 함양을 위한 하나의 실천적 접근방안으로서, 정의적 도덕성과 관련된 도덕적 정서를 함양시킬 수 있는 정서교육 지도방안을 모색해 보는데 초점을 맞추고 있다. 도덕적 정서란 도덕적 문제사태 속에서 개인들이 도덕적인 행위를 하는데 있어서 중요한 역할을 하는 감정을 말한다. 도덕교육에서 강조되고 있는 도덕적 정서에는 공감, 감정이입, 동정심, 배려, 양심, 사랑 등이 있다. 분명히 도덕적 정서는 도덕적 행위를 하는데 있어서 중요한 역할을 한다. 그럼에도 불구하고 도덕교육에 있어서 인지적인 접근을 강조하는 사람들은 도덕적인 지식이나 추론능력을 개인들이 도덕적인 행위를 하는데 있어서 가장 중요한 영향을 미치는 요인으로 보고 있다. 그러나 이러한 입장과는 달리 개인들은 도덕적인 문제사태에 직면하였을 때 도덕적 지식보다는 자기 자신의 다양한 심리적 경험에 의거하여 도덕적 행위를 하기도 한다. 즉, 개인들은 도덕적인 행위를 하는데 있어서 분명히 도덕적 지식을 필요로 한다. 그러나 개인들이 도덕적 행위를 하는데 도덕적 지식이 반드시 필요한 요인이 아닐 수도 있다. 그리고 개인들이 도덕적 지식을 바탕으로 하여 도덕적 행위를 하는 과정에서 도덕적 정서가 중요한 매개적 역할을 하기도 한다. 이와 같이 도덕교육에서 중요한 위상을 갖는 도덕적 정서를 함양시키기 위해서 본 연구는 정서교육의 내용, 정서교육의 방법적 원리 그리고 정서교육의 구체적인 지도방안 등에 초점을 맞추어 다음과 같이 논의를 전개하였다. 첫째로, 초등도덕교육에 있어서 정서교육의 내용이 되는 대표적인 도덕적 정서로서 공감, 감정이입, 동정, 배려, 양심, 사랑 등을 제시하였다. 둘째로, 초등도덕교육에서 도덕적 정서를 함양시키기 위한 방법적 원리로서 정서적으로 안전한 환경 구성하기, 적절한 표현 모델 보여주기, 정서를 이해하도록 도와주기, 정서표현양식을 인정하고 존중하기, 도덕적 정서를 습관화하기, 감정이입(역할채택)의 기회 제공하기 등을 제시하였다. 셋째로, 정서교육을 위한 실제 지도방안을 도덕과 교육을 통한 지도방안(가치지 활용, 역할놀이, 감동 및 감화자료 활용, 배려공동체 모형활용 접근), 학급 및 학교활동을 통한 지도방안, 가정 및 지역사회의 연계를 통한 지동방안 등으로 구분하여 구체적인 예를 들어가면서 도덕적 정서를 함양시키는 방안을 제시하였다. 우리는 정서교육을 통하여 도덕적 정서들을 우리의 인격 속에 내면화 시켜 우리의 삶과 인격을 합리적 열정으로 인도할 때, 우리의 도덕적 성숙은 완성될 것이다. 지식우월주의와 이기주의가 팽배한 현대사회 속에서 도덕적 정서를 함양시키는 일이야말로 모든 사람들이 요구하는 가장 커다란 바램들 중의 하나임에는 틀림이 없다. 따라서 도덕적 정서 교육을 통한 감정의 변화, 전인격적인 변화 등을 우리의 삶 속에서 계속적으로 이루어져야 할 중요한 과제라고 보여진다.
Moral education ultimately aims at fostering morality. In moral education, there are several types of morality, including cognitive, affective and behavioral ones. The cognitive morality concerns moral knowledge or judgment, and the second is associated with moral emotion. And the third refers to sp...
Moral education ultimately aims at fostering morality. In moral education, there are several types of morality, including cognitive, affective and behavioral ones. The cognitive morality concerns moral knowledge or judgment, and the second is associated with moral emotion. And the third refers to specific moral behaviors. The purpose of this study was to delve into how emotional education could contribute to cultivating moral emotion in conjunction with affective morality in elementary school. Moral emotion means various types of emotions that determine one's moral reaction to diverse situations, such as sympathy, empathy, compassion, consideration, conscience or love. This sort of emotion is basically altruistic and one of the crucial factors to resolve immoral matters. Researchers who approach moral education from a cognitive perspective see moral knowledge or reasoning skills as the most powerful element to affect moral behavior. However, people are more reliant on their own diverse mental experience, rather than on moral knowledge, when they are confronted with moral matters. Apparently, every individual person calls for moral knowledge to behave morally. However, moral knowledge might not always be one of the prerequisite factors to nurture moral behavior, and moral emotion could serve as a catalyst in turning moral knowledge into moral behavior. In order to develop moral emotion, which is so crucial in moral education, the following suggestions were made in this study in terms of teaching content, principles and method: First, sympathy, empathy, compassion, caring, conscience and love were presented as the leading parts of moral emotion that should be dealt with in primary moral education. Second, the principles to enrich moral emotion could be creating emotionally stable environments, offering an ideal role model, helping school children to grasp what emotion is, respecting the ways of expressing oneself, internalizing moral emotion and providing empathy (role playing) opportunities. Third, several types of teaching methods were proposed, which take advantage of moral instruction, classroom/school activities and cooperation between family and regional community respectively. In moral instruction, value degree, role playing or caring-community model could be utilized, and the sort of materials that could have a good influence on children could be put to use. In addition, specific examples were provided to each type of the teaching materials. Emotional education could empower people to internalize moral emotion, and could lead their lives and personality into the right direction, and then they will be able to attain a perfect maturity. In today's knowledge -dominated and egoistic society, developing warm and altruistic sensitivity is one of the greatest missions that must be achieved. Therefore, ideal changes in mentality and personality through moral emotion education should be pursued throughout one's life. The ultimate object of moral education is said to develop morality, and morality could be said to refer to recognizing moral phenomena, discriminating between right and wrong according to moral principles and norms, and putting ideas or beliefs into practice. The purpose of this study was to explore how elementary moral education could contribute to enriching child emotion, in an effort to attain the ultimate object of moral education, which was defined in this study as promoting ideal morality and thereby producing decent people. Moral emotion means various types of emotions that determine one's moral reaction to diverse situations, such as sympathy, empathy, compassion, consideration, conscience or love. This sort of emotion is basically altruistic and one of the crucial factors to resolve immoral matters. Researchers who approach moral education from a cognitive perspective see moral knowledge or reasoning skills as the most powerful element to affect moral behavior. However, people are more reliant on their own diverse mental experience, rather than on moral knowledge, when they are confronted with moral matters. That is, moral emotion has a tremendous impact on converting moral cognition into action. To cultivate moral emotion, what to teach should discreetly be selected, and in order to cultivate decent people of character, it's needed for moral instruction to deal with the type of emotion that is altruistic and could lead to moral action. In this study, sympathy, empathy, compassion, consideration, conscience and love were selected as such a sort of emotion. Several teaching method principles were presented in this study, such as building emotionally stable environments, helping understand what emotion is, admitting and respecting one's way of expressing his or her feelings, providing a suitable role model, internalizing moral emotion, and putting oneself in other's position. There might be various kinds of teaching methods available for elementary moral education, and some methods that could be applicable to classroom teaching were suggested in this study: utilizing role playing, discussion learning, use of moving or inspiring teaching materials, and establishing a community in which every member could learn to give considerations to others. Besides, classroom activities, school events and joint efforts by school, family and local community were also proposed as a way to foster moral emotion. Emotional education could empower people to internalize moral emotion, and could lead their lives and personality into the right direction, and then they will be able to attain a perfect maturity. In today's knowledge -dominated and egoistic society, developing warm and altruistic sensitivity is one of the greatest missions that must be achieved. Therefore, ideal changes in mentality and personality through moral emotion education should be pursued throughout one's life.
Moral education ultimately aims at fostering morality. In moral education, there are several types of morality, including cognitive, affective and behavioral ones. The cognitive morality concerns moral knowledge or judgment, and the second is associated with moral emotion. And the third refers to specific moral behaviors. The purpose of this study was to delve into how emotional education could contribute to cultivating moral emotion in conjunction with affective morality in elementary school. Moral emotion means various types of emotions that determine one's moral reaction to diverse situations, such as sympathy, empathy, compassion, consideration, conscience or love. This sort of emotion is basically altruistic and one of the crucial factors to resolve immoral matters. Researchers who approach moral education from a cognitive perspective see moral knowledge or reasoning skills as the most powerful element to affect moral behavior. However, people are more reliant on their own diverse mental experience, rather than on moral knowledge, when they are confronted with moral matters. Apparently, every individual person calls for moral knowledge to behave morally. However, moral knowledge might not always be one of the prerequisite factors to nurture moral behavior, and moral emotion could serve as a catalyst in turning moral knowledge into moral behavior. In order to develop moral emotion, which is so crucial in moral education, the following suggestions were made in this study in terms of teaching content, principles and method: First, sympathy, empathy, compassion, caring, conscience and love were presented as the leading parts of moral emotion that should be dealt with in primary moral education. Second, the principles to enrich moral emotion could be creating emotionally stable environments, offering an ideal role model, helping school children to grasp what emotion is, respecting the ways of expressing oneself, internalizing moral emotion and providing empathy (role playing) opportunities. Third, several types of teaching methods were proposed, which take advantage of moral instruction, classroom/school activities and cooperation between family and regional community respectively. In moral instruction, value degree, role playing or caring-community model could be utilized, and the sort of materials that could have a good influence on children could be put to use. In addition, specific examples were provided to each type of the teaching materials. Emotional education could empower people to internalize moral emotion, and could lead their lives and personality into the right direction, and then they will be able to attain a perfect maturity. In today's knowledge -dominated and egoistic society, developing warm and altruistic sensitivity is one of the greatest missions that must be achieved. Therefore, ideal changes in mentality and personality through moral emotion education should be pursued throughout one's life. The ultimate object of moral education is said to develop morality, and morality could be said to refer to recognizing moral phenomena, discriminating between right and wrong according to moral principles and norms, and putting ideas or beliefs into practice. The purpose of this study was to explore how elementary moral education could contribute to enriching child emotion, in an effort to attain the ultimate object of moral education, which was defined in this study as promoting ideal morality and thereby producing decent people. Moral emotion means various types of emotions that determine one's moral reaction to diverse situations, such as sympathy, empathy, compassion, consideration, conscience or love. This sort of emotion is basically altruistic and one of the crucial factors to resolve immoral matters. Researchers who approach moral education from a cognitive perspective see moral knowledge or reasoning skills as the most powerful element to affect moral behavior. However, people are more reliant on their own diverse mental experience, rather than on moral knowledge, when they are confronted with moral matters. That is, moral emotion has a tremendous impact on converting moral cognition into action. To cultivate moral emotion, what to teach should discreetly be selected, and in order to cultivate decent people of character, it's needed for moral instruction to deal with the type of emotion that is altruistic and could lead to moral action. In this study, sympathy, empathy, compassion, consideration, conscience and love were selected as such a sort of emotion. Several teaching method principles were presented in this study, such as building emotionally stable environments, helping understand what emotion is, admitting and respecting one's way of expressing his or her feelings, providing a suitable role model, internalizing moral emotion, and putting oneself in other's position. There might be various kinds of teaching methods available for elementary moral education, and some methods that could be applicable to classroom teaching were suggested in this study: utilizing role playing, discussion learning, use of moving or inspiring teaching materials, and establishing a community in which every member could learn to give considerations to others. Besides, classroom activities, school events and joint efforts by school, family and local community were also proposed as a way to foster moral emotion. Emotional education could empower people to internalize moral emotion, and could lead their lives and personality into the right direction, and then they will be able to attain a perfect maturity. In today's knowledge -dominated and egoistic society, developing warm and altruistic sensitivity is one of the greatest missions that must be achieved. Therefore, ideal changes in mentality and personality through moral emotion education should be pursued throughout one's life.
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