이소크라테스의 수사학과 도덕 교육론에의 시사

Isocrates' rhetoric and its moral educational implications

The aim of this study is to make clear moral meanings of Isocrates' rhetoric and search for implications to our moral education. Today we are in jeopardy in moral situations and moral education in school. Causes of those are, I think, results of knowledge-centered moral education and skillfulism, so I described the difficulties of knowledge-centered moral and skillfulistic education and I noticed morality of Isocrates' rhetoric as an answer to such problems. We are able to use an idea of Isocrates' rhetoric in investigation for moral integrity. His rhetoric made efforts to resist to Socrates' knowledge-centered morality and to criticize sophists' amorality. And his rhetoric enlarged domain of meaning of language and made much of doxa than episteme. So he turned morality epistemology into ontology and embraced emotion, will, habit, behavior with knowledge in morality. Whereas our moral education inclines to reason-centered forms or virtue-centered contents of morality, it has been studied to illuminate integrity of morality as forms of whole life. Such attempts correspond to present philosophical trend. Therefore it has been searched methods of moral education in this point of view in various ways. The results of this study are as follows. We can understand moral integrity in Isocrates' rhetoric. Here we can utilize his literatural method in moral education if we try to deduce methodology of moral education in school. Also I scrutinized that Isocrates aimed at morality in rhetoric education and taught it in a way of literature. And I looked into the meanings of cultural method in moral education. I can define cultural method as it makes him and her understand cultural clashes and conflicts through the experiencing various and heterogeneous cultures. Lastly we have to use method of meeting and dialogue in moral education. It is not a meeting as a means of getting a knowledge, but pure meeting with person itself.