John Dewey의 倫理思想과 敎育에 관한 硏究 = A Study on John Dewey's Ethics Thoughis and Education

국문 초록 (Abstract)

듀우이는 전통적 윤리관보다는 자기 자신의 새로운 윤리관에 입각하여 그의 실용주의 사상을 발전시키려고 했다. 이는 그의 사상에 크게 영향을 미친 다아윈의 진화론적 입장을 취하고 더욱이 심리학적 또는 교육학적 입장에서 윤리관을 발전시키려는 것이었다고 본다. 또한 듀우이에 있어서 교육은 곧 삶과 같은 것이며 그러한 교육의 능력을 계속 하도록 하는 것이 바로 도덕 교육의 본질이라고 했다

다국어 초록 (Multilingual Abstract)

Dewey is at more proressive standpoint, compared with traditional ethical view. The traditional efhical view judges Good and Evil of all behavior, based on its motivation. Such opinion was formed by Immanuel kant's Ethical Outlook. Namely, such opinion means that rightful behavior is made not by its results, but the motivation for which such action was caused. However, Dewey tried to develop his thought of "Pragmatism", based on his new ethical outlook, rather than the traditional ethical view. It is considered that Dewey was at standpoint of Darwinism which have much effects to his thought, and that, he tried to develop the ethical view, based on Psychological or educational viewpoint. The fundamental element of morals of Dewey is to explain relationship among "habitude, behavior and intellect", meaning its respective position in action. Dewey tells us that man engages in forming its ethical behaviors when man thinks, plans and practice for its happiness. That is why we don't know "what is the fact that special subject of ethical behavior shall be the Good first of all, than any other things?".
In addition, all ethical situations are not coincided, according to man and time. In a word, man is interested in finding a way to reconstruct the life by ethical view and behavior. Accordingly, such activities become an ethical objective. However, such ethical target does not include all activities, which means "creative activities or Growth". Accoridng to Dewey, "Growth" is "self Growth", and "Growth" is the purpose of Education and Moral Objective". Namely, just like that process of education is continuous process of Growth. if "experience" in process of moral is a continuously-progressing process to better things, rather than wrong things. "Growth" can be the only moral object itself.
Therefore, Dewey judges that the process of Edcuation coincides with the process of Morals perfectly. Furthermore, Accoridng to Dewey, "Edcuation" is the very "Life", continuous development of such educational capability is the very "essence of moral edcuation".

목차 (Table of Contents)

• I. 序論
• II. 思想的 背景
• 1. 行爲와 習慣
• 2. 行爲와 衝動
• III. 道德的 行爲의 本質
• 1. 듀우이의 論理觀
• 2. 듀우이의 論理的 理想
• IV. 道德敎育
• 1. 知識과 行爲
• 2. 道德的 成長
• V. 결론