내러티브(Narrative) 도덕교육의 성격과 실제

• 영문명: Character and Practice of the Narrative Approach to Moral Education
• 발행기관: 한국교육철학회
• 저자명: 김희용(Kim Hoy-Yong)
• 간행물 정보: 『교육철학』교육철학 25집, 1~19쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.08.01

영문 초록

This study is to explore the character and practice of the narrative approach to moral education. Narrative approach to moral education meets post-modernism and feminism trends which emphasize small narratives of human life and women's voices instead of meta narrative and men's Voices. And one's narrative expresses and represents the functioning of one's psyche, which has been mediated and shaped by language. Narrative approach to moral education had started at the point that narrative has a role in human life and experience. And so, teachers and educators using a narral1ve approach to moral education should provide opportunities for students to tell then own moral stories, to speak in their own voices, and hence to authorize their own moral perspectives and experiences. Such an opportunity allows students to express and enhance their authority and responsibility through the process of 'authoring' stories about their lived moral experiences. By representing the cognitive, affective and active dimensions of their moral experience through narrative, students will therefore be encouraged to reflect on their experience from the standpoint of their own moral perspective. This will lead not only to an increased sense of authority and authorization on behalf of that perspective, but also an increased sense of responsibility for action And narrative approach to moral education includes three major elements of moral education, moral cognition. emotion, action. And so it is regarded as an integrated approach to it.

목차

Ⅰ. 서론

Ⅱ. 내러티브 도덕교육의 이론적 배경

Ⅲ. 내러티브 도덕교육의 성격

Ⅳ. 내러티브 도덕교육의 실제

Ⅴ. 결론

참고문헌

Abstract