구성주의 도덕교육론 : 비고츠키 발달이론의 한 해석

An Interpretation of Vygotsky\ s Theory of Development in Constructivist Perspective of Moral Education

도덕과 교육은 교과의 성격상 특히 교사의 자질과 역량에 크게 의존한다. 도덕과 교육에서 교사는 도덕적 지식으로서의 내용이 학생의 마음에 완전히 달라붙게 하고 학생의 삶으로 실천될 수 있도록 이끄는 역할을 한다. 교사는 학생이 도덕적 가치와 규범을 내면화하는 데에 도움을 주지만, 이것을 내면화하는 주체로서 학습의 과정에서 중추적인 역할을 하는 사람은 다름 아닌 학생 자신이다. 최근 학계에서 이론적, 실천적으로 회자되고 있는 구성주의 도덕교육은 도덕적 지식을 자신의 마음으로 온전하게 받아들이기 위한 열정과 노력을 학습자의 수준에서 잘 설명하고 있다(허재복, 2000, 2001; 김종문, 2001; 김재식, 2001; 정창우, 2003; 김태훈 2004; 김회용, 2004).

The purpose of this study is to interpret Vygotsky\ s theory of development in constructivist perspective of moral education. According to constructivist views, L. S. Vygotsky called constructivist, precisely social constructivist because of his alternative developmental perspective contract to J. Piaget\ s Theory. In fact, Vygotsky\ s theroy of development have the perspective that constructivist insists. He insists that teacher\ s role, language have an effect to develop for mind as well as student\ s role, language. The zone of proximal development[ZPD] is a core conception of Vygotsky\ s theory of development which avails to explain internalization[appropriation] of moral knowledge. His theoretical elaboration in ZPD can be possible to insight about internalization of moral knowledge bringing the moral subject matter from the outside to the inside of the students. Recently, \ Narrative approach\ to moral education based on Vygotsky\ s perspective in USA and Korea deals with moral narrative or moral discourse between teachers[adults] and students. But, this approaches are more important to talk student\ s moral experiences than teacher\ s narrative or language in moral teaching. According to this study, \ teacher\ s narrative\ is a most effective way to transmit the content of moral education as a subject for the purpose of facilitating children\ s moral development. Teacher\ s role as an agent of our inheritance, Which constitutes the content of moral education and children\ s minds, is indispensable to developing moral beings in children. To construct moral knowledge of children is inevitable to influence of teacher. If development and education excepts it, than it will be hard to explain internalization or appropriation that students construct moral knowledge.