비고츠키 發達理論의 道德敎育的 含意

Implications of Vygotsky s Theory of Development for Moral Education

도덕교육에 관한 현대적 논의에서 주된 흐름을 이루어 온 發達的 接近과 社會化 接近은 그 동안의 연구에서 중요한 공헌을 해 온 것이 사실이지만, 그와 동시에 결코 간과할 수 없는 심각한 문제를 드러내어 온 것 또한 사실이다. 특히, 주목해야 할 것은 두 접근이 敎科敎育으로서의 道德敎育을 올바르게 설명하지 못한다는 공통된 문제를 지니고 있다는 점이다. 비고츠키의 발달이론은 교과교육으로서의 도덕교육을 설명할 수 있다는 점에서 훌륭한 道德敎育 理論으로 해석될 수 있다. 근접발달영역(Zone of Proximal Development)은 위의 두 접근에서 도덕 판단의 발달과 도덕규범의 습관화ㆍ내면화가 각각 강조되면서 도덕교육 분야에서 중요한 쟁점이 되어 온 이들 사이의 관련 문제를 올바르게 설명할 수 있는 근거를 제공하며, 또한 교수와 교사의 의미를 새로운 방식으로 파악할 수 있는 근거를 제공해 준다. 근접발달영역이라는 개념이 주는 시사점은 교수 또는 교과활동에서의 교사의 안내에 의한 학생의 案內된 參與 야 말로 학생의 도덕 발달을 촉진할 수 있는 가장 효과적인 방법이라는 것이다.

The purpose of this study is to interpret Vygotsky s theory of development as a theory of moral education. Two dominant approaches to moral education, what may be called moral development and moral socialization , have made some important contributions toward the progress in theory and practice of moral education. But, In terms of Moral Education as a subject, both approaches are not satisfactory in that they can not justify the subject. Vygotsky s theory of development implies an alternative approaches to moral education which overcomes their common defeat. Vygotsky s theory of development suggests an alternative approach which may go beyond the rival approaches and establish Moral Education as a subject. The zone of proximal development (ZPD) is a core conception of Vygotsky s theory of development which avails to the process of moral development, which avails to the integration of the habituation and internalization of moral rules (norm) [A] and the development of moral reasoning and judgments [B]. Vygotsky s idea of ZPD requires the integration in the process of moral development, which can be rendered into the subtle balance between [A] and [B] in the practice of moral education. For human development as transformation of the intrapersonal into the interpersonal mental functions results from the influence of society, which necessitates the guided participation . And learning the refined content of Moral Education as a subject with the aid of teachers is a most effective way of facilitating moral development in ZPD. The results of this study can be summed up as follows : [1] It is a most effective way to transmit the content of Moral Education as a subject for the purpose of facilitating children s moral development In ZPD. [2] Teacher s role as an agent of our inheritance, which constitutes the content of Moral Education and children s mind, is indispensable to developing moral beings in children.