우리는 현대사회의 포스트모더니즘, 종교다원주의, 가치상대주의, 이기주의 등으로 대표되는 여러 경향 속에서 끊임없이 가치갈등과 역할 혼란에 시달리고 있다. 본 연구의 목적은 콜버그의 도덕성 발달론을 통해 삶의 현장에서 제기되는 다양한 가치들의 서열 및 갈등에 대한 문제의 해결책을 얻고, 나아가 이를 교육현장에서 실제 적용하는 방안을 모색하는데 있다. 이를 위해 구체적으로 이 연구에서는 정신분석, 사회학습, ...
우리는 현대사회의 포스트모더니즘, 종교다원주의, 가치상대주의, 이기주의 등으로 대표되는 여러 경향 속에서 끊임없이 가치갈등과 역할 혼란에 시달리고 있다. 본 연구의 목적은 콜버그의 도덕성 발달론을 통해 삶의 현장에서 제기되는 다양한 가치들의 서열 및 갈등에 대한 문제의 해결책을 얻고, 나아가 이를 교육현장에서 실제 적용하는 방안을 모색하는데 있다. 이를 위해 구체적으로 이 연구에서는 정신분석, 사회학습, 인지발달 세 가지 측면의 도덕성을 기초로 콜버그의 도덕성을 이해하는 동시에, 하인츠 딜레마를 바탕으로 도덕성이 발달하는 추이를 살펴보고자 하였다. 나아가 콜버그 이론의 교육적 시사점과 도덕과 수업에서의 교사의 역할을 규정하고자 할 것이다.
우리는 현대사회의 포스트모더니즘, 종교다원주의, 가치상대주의, 이기주의 등으로 대표되는 여러 경향 속에서 끊임없이 가치갈등과 역할 혼란에 시달리고 있다. 본 연구의 목적은 콜버그의 도덕성 발달론을 통해 삶의 현장에서 제기되는 다양한 가치들의 서열 및 갈등에 대한 문제의 해결책을 얻고, 나아가 이를 교육현장에서 실제 적용하는 방안을 모색하는데 있다. 이를 위해 구체적으로 이 연구에서는 정신분석, 사회학습, 인지발달 세 가지 측면의 도덕성을 기초로 콜버그의 도덕성을 이해하는 동시에, 하인츠 딜레마를 바탕으로 도덕성이 발달하는 추이를 살펴보고자 하였다. 나아가 콜버그 이론의 교육적 시사점과 도덕과 수업에서의 교사의 역할을 규정하고자 할 것이다.
We suffer from confusion of values and responsibility continuously in various trends like post modernism, pluralism of religion, relativism of values, egoism of values and etc in modern society. The goal of this study is getting solution of problem about the orders and conflicts among various values...
We suffer from confusion of values and responsibility continuously in various trends like post modernism, pluralism of religion, relativism of values, egoism of values and etc in modern society. The goal of this study is getting solution of problem about the orders and conflicts among various values in daily life by Kohlberg's moral development theory, and find the way to apply it on actual places for education. For this, specifically, this study tried to understand Kohlberg's morality on the base of three aspects of morality as mental analysis, social study, growth of recognition and study process of moral growth with Haintz dilemma. And this study tried to know the educational value of Kohlberg's theory and define the role of teachers in class of moral education. Kohlberg said morality is defined with decisions those were based on moral judgement. So request or expectation of society, or some conventional regulations don't be morality as they are. Some regulations can be moral rules of behavior when they are accepted as sensible things by reflective or critical inspection in inside of human. Kohlberg's moral development theory suggest conflicts of values to individual, let the individual endure the conflicts. In the conflicts, a person tend to desire moral value that belongs to higher level or step and internalize it. Kohlberg explains this phenomenon as tendency to jump on the next step, in other words, explains this with a kernel notion, stage. According to Kohlberg, moral development is made by stages and paradigmatically. Kohlberg verified daring assumption as "The speed and destination of growth can be different, but wherever he or she came from, they go through same stages of morality", asserted social, cultural universality of the growth of moral by stages. This helps to understand possibility of moral education to raise moral human specifically and also provide important points to 7th course of study that aims harmony and unity of three aspects as recognition․feeling․behavior. Lastly, Kohlberg's moral development theory is useful to make ideological base of moral education. Kohlberg indicated Socratic as the model who has essence of good educator's talents as devotion with firm will and passion for education. Important task for teachers is doing service to encourage moral growth of students. So the essence of the task for teachers is development of process as thinking, judgement, consideration and others, role of teachers is achievement of minutely organized Socratic way by search, instruction, suggestion, emphasis and etc. Probably we can use Kohlberg theory as a effective solution for conflict of values and confusion of responsibilities in actual places for education.
We suffer from confusion of values and responsibility continuously in various trends like post modernism, pluralism of religion, relativism of values, egoism of values and etc in modern society. The goal of this study is getting solution of problem about the orders and conflicts among various values in daily life by Kohlberg's moral development theory, and find the way to apply it on actual places for education. For this, specifically, this study tried to understand Kohlberg's morality on the base of three aspects of morality as mental analysis, social study, growth of recognition and study process of moral growth with Haintz dilemma. And this study tried to know the educational value of Kohlberg's theory and define the role of teachers in class of moral education. Kohlberg said morality is defined with decisions those were based on moral judgement. So request or expectation of society, or some conventional regulations don't be morality as they are. Some regulations can be moral rules of behavior when they are accepted as sensible things by reflective or critical inspection in inside of human. Kohlberg's moral development theory suggest conflicts of values to individual, let the individual endure the conflicts. In the conflicts, a person tend to desire moral value that belongs to higher level or step and internalize it. Kohlberg explains this phenomenon as tendency to jump on the next step, in other words, explains this with a kernel notion, stage. According to Kohlberg, moral development is made by stages and paradigmatically. Kohlberg verified daring assumption as "The speed and destination of growth can be different, but wherever he or she came from, they go through same stages of morality", asserted social, cultural universality of the growth of moral by stages. This helps to understand possibility of moral education to raise moral human specifically and also provide important points to 7th course of study that aims harmony and unity of three aspects as recognition․feeling․behavior. Lastly, Kohlberg's moral development theory is useful to make ideological base of moral education. Kohlberg indicated Socratic as the model who has essence of good educator's talents as devotion with firm will and passion for education. Important task for teachers is doing service to encourage moral growth of students. So the essence of the task for teachers is development of process as thinking, judgement, consideration and others, role of teachers is achievement of minutely organized Socratic way by search, instruction, suggestion, emphasis and etc. Probably we can use Kohlberg theory as a effective solution for conflict of values and confusion of responsibilities in actual places for education.
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