해어의 보편적 규정성에 기초한 도덕교육론

R. M. Hare s Theory of Moral Education Based on Universal Prescriptivity

해어에 의하면, ‘옳은’, ‘그른’, ‘해야 한다’ 등은 도덕언어이다; 도덕언어가 곧 도덕성이다; 규정성과 보편화 가능성은 도덕언어의 특성이다. 규정성은 행동을 안내한다. 규정적 도덕판단은 도덕원리로 작용하고, 도덕원리는 삶의 방식으로 작용한다. 도덕교육은 규정적 도덕판단에 의해 특정한 삶의 방식을 채택하도록 안내하는 도덕원리를 아이들이 스스로 형성할 수 있도록 도와주는 일이어야 한다. 도덕판단은 개인의 규정을 보편화 가능하게 하는 것이어야 한다. 이는 우리에게 다른 사람의 신발을 신어볼 것을 요구한다. 이는 또한 다른 사람의 이익을 고려하는 사랑의 태도와 다른 사람의 감정을 이해하는 능력과 자신의 행동의 결과를 예측하는 사회적 지식 및 기술을 요구한다. 이러한 태도, 능력, 지식, 기술 등은 규정을 보편화 하는 과정에서 사용되는 도덕언어의 습득에 의해 이루어진다. 도덕언어에 의해 이루어지는 도덕판단은 자신의 행동을 자유롭게 한다. 도덕교육은 도덕언어를 옳게 사용할 수 있도록 가르치는 일이다. 도덕교육은 도덕언어, 즉 형식이 중심이 되어야 한다. 도덕성의 형식을 이해하면 내용도 이해할 수 있기 때문이다.

Hare thinks morality is a language. He says those words such as right , wrong , ought , etc. are moral language. These words have features of prescriptivity and universalization. These features mainly work in moral judgements. Moral judgements yield moral principles. Hare thinks of moral education as that the teacher helps children to produce their own moral principles derived from moral judgements which they have done by using those features of prescriptivity and universalization. Hare claims moral principles guide our moral life. The prescriptivity of moral judgement functions to guide one s own actions. Moral education is to help children to make their own prescriptive moral judgment by learning moral language. Parents and teachers should show their pictures of living up to their own moral judgements or principles. They try to make their children understand that moral judgements are supposed to act. Moral judgements are not descriptive statements, but prescriptive ones. Moral education does not deal with and learn about the statement of facts, but certain ways of life. It is because prescriptive moral judgements work as moral principles, and those principles work as ways of life. Moral education is to help children make their own moral principles derived from moral judgements so as to adopt their ways of life. Parents and teachers should show their children such pictures of their moral life. One s own prescriptive moral judgement has to be universalizable. Moral education is to guide children so as to be able to put themselves in the shoes of other persons; to think oneself in the place of others. In order to do so, one has to be aware of the emotions and feelings of others, the hard knowledge of social facts and skills, and predictable the result of his action. Moral judgement should be done as you would men should do to you, do you also to them likewise . The universalization of moral judgement means that your interest does not have the priority over the other persons , or that you are treated as equal with other persons. It means moral education should be the education of love to be considered of others interest on equal terms with one s own. According to Hare, moral language, its features as prescriptivity and universalization, and moral judgements are the pictures of the form. He claims that moral education should be approached by such form, if we want to have more successful education. This does not mean that we do not need the content of morality in moral education, or that we do not think it is important, but he stresses more on the form rather than the content of it. We can find out Hare s such a view in his following statement : if the form is really and clearly understood, the content will look after itself.