도덕교육론에서 정의-배려 논쟁 재고찰

A Reconsideration on Justice-Care Debate in Moral Education

This article aims at clarifying what follows. First, Kohlhergian theory with cognitive-developmental perspective has been criticized by many theorists with feminist perspective, in the process of which we have focused primarily on finding faults with it itself but not on Kohlberg's correspondences to the opponents. So this is pointing to excessive and simplified interpretations by feminist perspective, which are likely to lead to some misunderstandings about Kohlbergian theory, for example, Benhabib's misdoing about Kohlberg's evolutions of scoring method and Meyers' about Kohlberg's constructivist viewpoint. But this article never aims at just criticizing, and rather at asserting the importance of mutual understandings, not standing opposed to each other, from both sides of so-called 'Kohlberg-Gilligan Debate', which understandings, in my imagination, can be taken by re-pointing and re-understanding what we've missed. It is expected that such mutual understandings can contribute to make complementary connection with each other. That is the second aim of this paper. In order to make it possible to complementarily connect with each other, our concerns turn to some core concepts consisting of Stage 6 moral principle, just like reversibility, ideal role taking, sympathy and dialogue. And to comparing the concepts in Kohlberg's main books with those in Kohlberg, Boyd & Levine(1990). It is taken for granted that whoever arrives at Stage 6 perspective has care orientation as well as justice orientation of morality, but we can find out the difference of the way of resolving conflicts at Stage 6 between in the main texts and in the latter article. 'Drawing straws' corresponds to the one and' cooperative discussion' is the other. In addition, this article lays emphasis on a person as 'dialectical being', who gives deep ears to any person he meets in daily life and lets him engage in and act On dialogue toward agreement.