초등학교 인성교재의 내용분석에 비추어 본 인성교육의 실제적 의미
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The purpose of this study is to explore the practical meaning of education for characters in Korea. For attaining this purpose, it is the main task of this study to analyze the content of the elementary character textbooks. So far, the theoretical studies of education for characters such as the meaning, principles, and effective ways of education for characters have been abundant since Korean Education Reform in 1995. But there were rarely the practical studies of education for characters such as the textbooks, real teaching methods, etc.. I think that it is necessary to investigate the practicalities of education for characters now for educating for characters more effectively. This study can be a small step for this work. This study mainly consist of two parts. (1) the meaning and principles of education for characters as a preliminary study (2) the analysis of the elementary character textbooks focused on domains, main virtue items, practical principles and concrete content, etc.. The findings of this study may be summarized as follows: The meaning of education for characters may be not much different from the meaning of moral education in sharing the same aim as fostering a good person. However there are some small differences between two. They may be characterized as such: (ⅰ) education for characters emphasizes the soundness of one's character, whereas moral education, the virtues. (ⅱ) the first, the average morality, but the latter, the top morality. (iii) while the first, the actions governed by good will, the latter, the actions which conform the social norms or laws. (iv) the first tends to deal with sayings and doings unitedly, however the latter, separately. The main similarities and small differences between education for characters and moral education may be reflected in the principles of education for characters. For example, the similar principle of two may be the great importance of the experience and the different principle may be that the integration between education for characters and other subjects can be rated high, whereas the independence of moral education from other subjects can be rated high. When analyzing and comparing the elementary character textbooks with the elementary moral textbooks, we can find that there are not much differences between them in their content domains, main virtue items, guiding principles and concrete content, etc.. But some small differences may be described as the followings.: (i) the elementary character textbooks deal much with the more moving stories such as fairy tales, the stories of great persons, whereas the elementary moral textbooks, the would-be cases which the students can experience in ordinary livings. (ii) the first, the career development in individual domain, the latter, the individual roles and obligations in nation domain. (iii) the first, the same virtues regardless of the grades, the latter, the other virtues according to the grades. I would like to ask a question, how do we understand and explain the main similarity between the elementary character textbooks and the elementary moral textbooks? Would this imply that education for characters is subordinate to moral education or education for virtues, or redundant? If then, how is it possible to explain that by theory?