변혁적 도덕 역량 증진을 위한 도덕교육론 > 교과교육(각교과교육론)

이 책에서는 자기 자신과 세상을 ‘더 나은’ 상태로 ‘변혁’시킬 수 있는 도덕적 행위의 주체를 육성하기 위해 도덕교육, 특히 초ㆍ중등 도덕과에서 담당해야 할 역할과 과제가 무엇인지 밝히고자 하였다. 이를 위해서 관련 학문의 발전에 따른 요구와 시대적ㆍ사회적 요구를 바탕으로 도덕과에서 담당해야 할 역할과 과제를 논의하고자 하였다. 즉 도덕심리학과 윤리학을 중심으로 여러 학문 분야의 연구 성과를 활용하면서 도덕교육의 역할과 과제를 설정해 보고, 시대적, 사회적 요구가 무엇인지 파악하면서 교과의 설계도를 그리되, 도덕과가 어떤 역할을 할 수 있어야 하는가에 대해서 적극적으로 의견을 개진하고자 하였다.

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머리말 / 3

제1부 도덕심리학에 기초한 도덕교육론

제1장 반두라 ‘도덕적 이탈 이론’의 도덕교육적 함의 ··································17

Ⅰ. 머리말 ············································································17

Ⅱ. 반두라 ‘도덕적 이탈’ 개념의 이해 ··············································18

Ⅲ. 도덕적 이탈의 메커니즘 ·························································21

Ⅳ. 도덕적 이탈 이론에 기초한 도덕교육 실천 방안 ·······························28

Ⅴ. 맺음말 ············································································43

제2장 도덕교육 방법 개선을 위한 하이트 도덕심리이론의 적용 방안 ···············47

Ⅰ. 머리말 ············································································47

Ⅱ. 하이트 도덕심리이론의 특징 및 한계 ···········································49

Ⅲ. 도덕 매트릭스를 활용한 대인관계 증진교육, 통일ㆍ다문화ㆍ시민교육 개선 방안 ······························································54

Ⅳ. 하이트 이론을 활용한 도덕과 수업모형 설계 및 활용 방안 ···················58

Ⅴ. 맺음말 ············································································73

제3장 나바에즈 ‘통합적 윤리교육 모형’의 도덕교육적 함의 ··························77

Ⅰ. 머리말 ············································································77

Ⅱ. 나바에즈의 전문성 개념 및 윤리적 기술에 대한 이해 ·························80

Ⅲ. 나바에즈의 윤리적 기술 함양 방법 ·············································92

Ⅳ. 도덕과 ‘기능’ 설정 및 함양을 위한 나바에즈 이론의 시사점 ·················100

Ⅴ. 맺음말 ···········································································108

제4장 호프만 공감 이론의 특성과 도덕심리학적 함의 ································111

Ⅰ. 머리말 ···········································································111

Ⅱ. 호프만의 공감 개념 및 친사회적 행동과의 관계 ······························112

Ⅲ. 호프만의 공감 발달 이론의 이해 ···············································114

Ⅳ. 호프만과 콜버그 이론의 타당한 관계 설정: 도덕적 동기화를 중심으로 ······129

Ⅴ. 맺음말 ···········································································132

제5장 도덕적 메타인지의 중요성과 함양 방안 ·········································137

Ⅰ. 머리말 ···········································································137

Ⅱ. 도덕적 메타인지에 대한 이해 ··················································138

Ⅲ. 도덕 발달을 위한 도덕적 메타인지의 중요성 ··································151

Ⅳ. 도덕과에서 도덕적 메타인지 함양 방안 ·······································157

Ⅴ. 맺음말 ···········································································165

제2부 윤리사상에 기초한 도덕교육론

제6장 아리스토텔레스 ‘시민적 우정’의 도덕교육적 함의 ·····························185

Ⅰ. 머리말 ···········································································185

Ⅱ. 아리스토텔레스 ‘시민적 우정’의 이해 및 현대적 의의 ························188

Ⅲ. 도덕과에서 기존 접근의 한계와 시민적 우정의 중요성 ·······················205

Ⅳ. 아리스토텔레스 ‘시민적 우정’의 도덕과 적용 방안 ···························210

Ⅴ. 맺음말 ···········································································216

제7장 스토아 사상에 기초한 도덕교육 개선 방안 ·····································221

Ⅰ. 머리말 ···········································································221

Ⅱ. 스토아학파의 사상 이해 ························································223

Ⅲ. 스토아 사상의 도덕교육적 함의 ················································248

Ⅳ. 맺음말 ···········································································256

제8장 동서양 윤리사상에 기초한 ‘심미적 도덕 역량’ 증진 방안 ····················261

Ⅰ. 머리말 ···········································································261

Ⅱ. ‘미’와 ‘선’의 관계에 대한 동서양의 전통 및 근ㆍ현대적 관점 ···············263

Ⅲ. ‘심미적 감성 역량’의 의미와 도덕과의 관계 ··································279

Ⅳ. 도덕과에서 ‘심미적 도덕 역량’ 증진을 위한 두 가지 접근법 ·················288

Ⅴ. 도덕과에서 ‘심미적 도덕 역량’ 함양 방안 ·····································290

Ⅵ. 맺음말 ···········································································295

제9장 서양 평화 사상에 기초한 평화교육 실천 방안 ·································299

Ⅰ. 머리말 ···········································································299

Ⅱ. 서양 평화 사상의 통시적 고찰 ·················································303

Ⅲ. 서양 사상의 평화교육 적용 방안 ···············································332

Ⅳ. 맺음말 ···········································································340

제10장 ‘철학적 대화’를 통한 도덕과 지도방법 개선 방안 ·····························345

Ⅰ. 머리말 ···········································································345

Ⅱ. 철학적 대화란 무엇인가? ·······················································348

Ⅲ. 도덕과 교육에서 철학적 대화의 중요성 ·······································355

Ⅳ. 철학적 대화의 효과적 적용을 위한 윤리와 사상 내용구성 방향 ···········359

Ⅴ. 도덕과 교육에서 철학적 대화의 구체화 방안 ··································365

Ⅵ. 맺음말 ···········································································382

제3부 시대적, 사회적 요구를 반영한 도덕교육론

제11장 진정한 행복과 삶의 목적 실현을 위한 도덕교육 방안 ························389

Ⅰ. 머리말 ···········································································389

Ⅱ. 진정한 행복과 ‘나’로서 사는 삶의 관계 ·······································390

Ⅲ. 삶의 목적에 대한 윌리엄 데이먼의 연구 ······································395

Ⅳ. 삶의 목적 형성을 돕기 위한 도덕 교사의 역할 ·······························401

Ⅴ. 삶의 목적 실현을 위한 도덕 역량으로서 ‘멈춤[止]의 지혜와 의지’ 함양 방안 ························································404

Ⅵ. 맺음말 ···········································································408

제12장 도덕과에서 인공지능 윤리교육의 필요성과 과제 ·······························413

Ⅰ. 머리말 ···········································································413

Ⅱ. AI 윤리문제와 AI 윤리교육의 필요성 ··········································416

Ⅲ. AI 윤리교육을 위한 교육과정 설계방안 ·······································424

Ⅳ. 맺음말 ···········································································446

제13장 논쟁 문제 수업에 대한 이해와 도덕 교사의 역할 ·····························451

Ⅰ. 머리말 ···········································································451

Ⅱ. 논쟁 문제 수업의 이해 ·························································453

Ⅲ. 논쟁 문제 수업을 위한 도덕 교사의 역할 및 역량 강화 방안 ················464

Ⅳ. 맺음말 ···········································································476

제14장 마음챙김 기반 교육의 도덕교육적 중요성 및 적용 방향 ·····················481

Ⅰ. 머리말 ···········································································481

Ⅱ. 마음챙김의 개념과 장점 ························································482

Ⅲ. 마음챙김의 도덕교육적 중요성 및 관련 쟁점 ··································485

Ⅳ. 마음챙김 명상을 통한 초ㆍ중등 도덕교육 실천 방향 ·························498

Ⅴ. 맺음말 ···········································································500

제15장 도덕과에서 재외동포 내용 반영 방안: 애국심과 세계시민성 교육의 관계를 중심으로 ·································505

Ⅰ. 머리말 ···········································································505

Ⅱ. 도덕과 교육과정에 반영된 애국심 교육과 세계시민교육의 관계 분석 ········507

Ⅲ. 세계시민성과 애국심 논쟁에 기반한 재외동포 관련 내용 반영의 방향성 모색 ·····························································510

Ⅳ. 세계시민성과 애국심의 조화 관점에서 재외동포 관련 내용의 중등 도덕 교과서 반영 방안 ···················································525

Ⅴ. 맺음말 ···········································································529

제16장 도덕적 성장을 돕는 ‘도덕과 과정 중심 평가’ 실행 방안 ·····················533

Ⅰ. 머리말 ···········································································533

Ⅱ. 과정 중심 평가의 이해 ·························································534

Ⅲ. 도덕과에서 과정 중심 평가의 필요성 및 방향 ································539

Ⅳ. 도덕과에서 과정 중심 평가의 실행 방안 ······································543

Ⅴ. 맺음말 ···········································································556

찾아보기 ····················································································559

저자소개

정창우는 서울대학교 사범대학 윤리교육과 교수이다. 현재 한국도덕윤리과교육학회 회장을 맡고 있으며, 서울대학교 인성교육연구센터장, 국가 인성교육진흥위원회 위원, 국회인성교육실천포럼 자문위원, 한국교육과정평가원 교육과정 자문위원, 국가교육과정기술자문회의 교육과정 연구위원 등을 역임했다. 인성교육 지도자료인 [마음아람 프로젝트(중학교용)](2015), [안다미로 프로젝트(고등학교용)](2016) 개발의 책임자로 참여하였다. 또한 중학교 [도덕 1, 2], 고등학교 [통합사회], [윤리와 사상], [생활과 윤리], [인문학적 상상여행], [인문학적 감수성과 도덕적 상상력] 과목의 교과용 도서 개발 책임을 맡았다. 주요 저서로는 [도덕교육의 새로운 해법(2판)], [21세기 인성교육 프레임], [인성교육의 이해와 실천], [교사, 인성교육을 생각하다](공저), [도덕과 교육의 이론과 쟁점], [도덕과 교수·학습 방법 및 평가](공저), [도덕과 교재연구 및 지도법](공저), [윤리와 논술Ⅰ], [질문하는 십대, 대답하는 인문학](공저), [행복은 어디에서 오는가](공저) [Teacher Effectiveness](공저), [Critical Perspectives on Values Education in Asia](공저) 등이 있고, 주요 역서로는 [논쟁수업으로 시작하는 민주시민교육](공역), [도덕 발달의 이론과 적용], [도덕철학과 도덕교육], [도덕심리학과 도덕교육], [도덕적 민주적 역량, 어떻게 기를 것인가](공역), [도덕·가치교육을 위한 100가지 방법](공역), [무엇을 위해 살 것인가](공역), [정의와 배려](공역), [실패하는 학교](공역), [날마다 만나는 10분 윤리 동화](공역), [다문화주의 윤리학](공역) 등이 있다.

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