교실 속 갈등 해결을 위한 토의 원리 제안 - 감정의 적절성 평가를 중심으로

국문 초록 (Abstract)

최근 학생의 정신건강 및 학교폭력 예방을 위해 ‘감정’과 ‘관계’에 관한 체계적인 교육의 필요성이 제기되며, 국내에서는 한국형 사회정서교육의 확대가 추진되고 있다. 이처럼 감정교육이 중요해지는 교육적 흐름에서 본 연구는 학생 간 감정적 충돌 장면이 감정과 관계에 대한 학습의 장이 될 수 있다고 보고, 학생들이 갈등을 빚은 상황에서 상대방이 ‘그런 감정을 느낄 만했는지’에 대해 상호적으로 평가하고 화해에 이를 수 있는 토의 원리를 구성하고 제시하는 데 목적을 둔다.
본 연구는 갈등 속 학생들이 상대방의 감정을 평가 없이 수용해야 한다는 규범에서 벗어나 감정의 적절성 문제를 논증적 대화 구조 속에서 검토할 때, 이들의 갈등이 감정 이해와 합의에 기반하여 실질적으로 해결될 수 있다고 본다. 또한, 이와 같이 어떤 감정에 대한 주장과 반박이 상호적으로 제기되는 대화는 일상적 대화와 구별되는 토의적 형식을 가지며, 토의에서 도달되는 화해는 형식적 화해에 그치기보다 향후 갈등 예방을 위해 학생들이 자발적으로 노력하도록 하는 교육적 효과를 발생시킨다고 분석한다.
본 연구는 감정철학의 전개와 합리적 감정주의, 의사소통행위이론을 검토하여 이론적 근거로 삼고, ‘경험적 대화–해석적 대화–평가적 대화–약속’의 네 단계 토의 절차를 제안한다. 나아가 토의 중 의견충돌이 심화되는 상황에서는 ‘타당성 주장’의 종류를 구분하고 이를 순차적으로 해결함으로써 합의에 이를 수 있음을 주장한다. 본 연구는 감정적 충돌 상황에서 ‘평가를 동반한 공감’이 이루어질 수 있는 토의 원리를 제시함으로써, 학교 생활교육과 갈등 중재에 새로운 이론적 접근을 제안한다.

다국어 초록 (Multilingual Abstract)

In recent years, there has been a growing call for systematic education on ‘emotion’ and ‘relationships’ in response to students’ mental health and the need to prevent school violence. In Korea, Korean-style Social and Emotional Learning (SEL) is being expanded as a national initiative. Within this educational trend in which emotion education is becoming increasingly important, this study regards scenes of emotional conflict between students as potential opportunities for learning about emotion and relationships. The purpose of this study is to construct and present principles of discourse through which students, in situations of conflict, can mutually evaluate whether their counterparts ‘had reason to feel such an emotion’ and thereby reach reconciliation. This study maintains that conflicts among students can be substantively resolved on the basis of emotional understanding and agreement when they move beyond the norm that they must accept others’ emotions without evaluation and instead examine the issue of emotional fittingness within an argumentative dialogue structure. This study further argues that a dialogue in which claims and rebuttals concerning a particular emotion are reciprocally advanced takes on a discursive form that is distinguishable from everyday conversation. It also contends that reconciliation achieved through such discourse does not remain merely formal. Rather, it produces an educational effect in that it encourages students to make voluntary efforts to prevent future conflicts. To establish its theoretical foundation, this study reviews the development of the philosophy of emotion, rational sentimentalism, and the theory of communicative action. On this basis, it proposes a four-stage discourse procedure: ‘empirical dialogue–interpretive dialogue–evaluative dialogue–commitment.’ Furthermore, it argues that when disagreements intensify during discourse, participants can reach agreement by distinguishing types of ‘validity claims’ and resolving them sequentially. By presenting principles of discourse through which ‘empathy accompanied by evaluation’ can be achieved in situations of emotional conflict, this study proposes a new theoretical approach to school guidance practices and conflict mediation. This study maintains that conflicts among students can be substantively resolved on the basis of emotional understanding and agreement when they move beyond the norm that they must accept others’ emotions without evaluation and instead examine the issue of emotional fittingness within an argumentative dialogue structure. This study further argues that a dialogue in which claims and rebuttals concerning a particular emotion are reciprocally advanced takes on a discursive form that is distinguishable from everyday conversation. It also contends that reconciliation achieved through such discourse does not remain merely formal. Rather, it produces an educational effect in that it encourages students to make voluntary efforts to prevent future conflicts. To establish its theoretical foundation, this study reviews the development of the philosophy of emotion, rational sentimentalism, and the theory of communicative action. On this basis, it proposes a four-stage discourse procedure: ‘empirical dialogue–interpretive dialogue–evaluative dialogue–commitment.’ Furthermore, it argues that when disagreements intensify during discourse, participants can reach agreement by distinguishing types of ‘validity claims’ and resolving them sequentially. By presenting principles of discourse through which ‘empathy accompanied by evaluation’ can be achieved in situations of emotional conflict, this study proposes a new theoretical approach to school guidance practices and conflict mediation.