도덕과교육에서 윤리학의 역할 고찰

This study explains that moral education through studies has distinctive characters and advantages from other methods of moral education and then tries to clarify the role and contribution of ethics in moral education through subjects. There are contradictions of developmental queries alternative accounts for discontinuities of development, in which very few people reach to the highest level of development. Moreover, in many empirical studies, regular schooling has been identified as a variable leading to high levels of moral development. It is because comprehensive social experience itself can sometimes interfere with moral development, and the specific impact of education has lead to high levels of moral development that lies in fostering the “moral reasoning ability” to adequately understand, explain, and judge moral issues. In addition, at ethical discourse levels, moral development means a shift from natural justification of moral judgment to a principled justification, so students should learn contents of moral thinking of high-quality. Thus, ethics in moral education through subjects plays a central role in raising abilities of moral reasoning in terms of how to study morality. Also it would constructs learning contents and provides reasons of principled justification of moral judgment and decision making. Moral education through subjects based on cognition or social cognition has distinctive features from other moral educations, and the effectiveness of education should be evaluated in consideration of these differences.