후기 허스트의 도덕교육론고찰 : ‘실천전통에의 입문으로서의 교육관’에서의 도덕교육 = An examination on the later Hirst's conception of moral education: Moral education in light of 'education as initiation into practices'

국문 초록 (Abstract)

허스트는 지난 30여년간 영미 교육철학계를 지배했던 자신의 ‘지식의 형식이론’을 부정하고, 교육내용이 지식의 형식들을 넘어서서 다양한 여러 가지 실천전통들로 확대되어야 한다고 주장한다. 그렇다면 실천전통에의 입문으로서의 교육이라는 그의 새로운 교육 개념에 비추어 볼 때 도덕교육의 성격은 어떻게 새롭게 규정될 수 있는가? 본 연구에서는 실천전통에의 입문으로서의 교육 개념에 일관된 도덕교육의 성격을 탐색하되, 특히 후기 허스트의 도덕교육의 개념을 고찰한다. 이를 위해서 먼저 허스트가 새로운 교육 개념에 비추어 도덕교육의 성격을 어떻게 새롭게 규정하는지를 살펴본다. 다음으로 실천전통에의 입문으로서의 교육관에 나타난 도덕교육론의 시사점 및 허스트의 논의의 문제점을 검토한다. 여기서는 가치 정당화 문제와 관련하여 내적 가치의 개념을 강조하여 설명한다. 또한 도덕교육의 범위가 도덕적 영역에서 인륜적 영역으로 확장될 것을 제안한다. 그리고 도덕교육의 과제로서 환원주의를 극복하고 통합된 인격, 통합된 삶의 이야기를 형성할 것을 논의한다.

다국어 초록 (Multilingual Abstract)

An examination on the later Hirst's conception of moral education: Moral education in light of 'education as initiation into practices'
P. H. Hirst denounced his own 'Forms of knowledge theory' in 1990s, suggesting the conception of education as initiation into practices. The purpose of this study consists in exploring the nature of moral education consistent with this new conception of education. This study mainly examines the later Hirst's conception of moral education, discussing on the related topics. In order to explain Hirst's conception of moral education, I explain his criticisms against the rational approach and the personal fulfillment approach. Then I explain Hirst's conception of moral reason. As an alternative Hirst suggests the conception of moral education as 'initiation into practices', emphasizing the concept of 'practices' as the source of moral life.
Then I discuss on the related topics. First, I deal with what kinds of values we should explore by emphasizing 'internal goods'. Second, I deal with the issue of expanding the domain of moral education from 'the moral' to 'the ethical' on the basis of internal goods. Third, I deal with the criticism against reductionism in moral education, supporting the pursuit of balanced character education and formation of narrative unity of individual life by teaching various elements of practices.

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