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A Study on a New Cognitive Approach in Moral Education through the Understanding of Developmental Moral Subject of Habermas
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하버마스의 발달론적 도덕 주체 이해를 통한 인지적 도덕교육 접근의 새로운 가능성 탐색

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Type
Academic journal
Author
Choi Jin (서울대학교) KIM EUN SOO (광운대학교)
Journal
한국교육철학학회 교육철학연구 교육철학연구 제41권 제1호 KCI Accredited Journals
Published
2019.1
Pages
207 - 230 (24page)

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A Study on a New Cognitive Approach in Moral Education through the Understanding of Developmental Moral Subject of Habermas
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This paper explores a new possibility of autonomous moral education. It has been criticized for being too abstract to imply in the practical situations to deal with conflicts in the society. This paper finds, however, the cognitive approach is still valuable for conflict-resolutions as much as the emotional sympathetic approach in reading of Habermas. His discourse ethics provides a theoretical basis for the cognitive approach for moral education. Habermas examines the relation between autonomy and solidarity in his discourse ethics. In the western tradition of philosophy, autonomy is typically prioritized over solidarity. Habermas, However, emphasizes solidarity for a moral subject in a unique sense because it gradually develops and grows reciprocity with others. This solidarity implies respect for the human being in general rather than for the members of a specific community. The respect, in particular, invites us to look at the person as a person in conflict. It indicates that the members of a society in conflict can still conduct ethical acts within which we live with the other moral subjects to be respected. This paper argues that the idea of respect to be cultivated in the members of our society members. And this is a new possibility of the approach to the cognitive moral education. This approach is more effective moral education than that of building up the reasoning ability. Moral education is to cultivate an ability to think about the coherence between the will and opinion of self and others through the experience of reciprocal respect.
#하버마스의 도덕 주체 #인지적 도덕교육 접근 #담론윤리의 상호성 #존중의 경험적 발달

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References (24)

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김동규 / 2010 / 하버마스의 규범철학: 개성은 왜 사회를 발전시키는가? / 한울출판사 google schola 김석수 / 2015 / 한국 현대사에 펼쳐진 무사유의 삶과 악 - 세월호 침몰과 관련하여 / 인문논총 72(2):235~269 dbpia 김선욱 / 2004 / 담화윤리의 언어적 특성 연구― 하버마스의 연대성 개념을 중심으로 / 대동철학 (24):25~44 dbpia 김희봉 / 2013 / 교육에서 존중의 재음미 / 교육철학연구 35(1):27~45 Crossref 박구용 / 2003 / 도덕의 원천으로서 ‘좋음’과 ‘옳음’ / 철학 74:241~264 dbpia

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