글쓰기 윤리의 정립과 윤리의식 제고 방안 연구 ― `표절유형과 인용법`을 중심으로

전동진 ( Jeon Dong-jin ) 국제어문학회 ( 구 국제어문학연구회 ) 2012 국제어문 Vol.55 No.-

이 글의 목적은 연구윤리와는 다른 측면에서 글쓰기 윤리를 고찰하고 정립의 필요성을 제기하는 것이다. 이와 함께 글쓰기 윤리의식 제고 방안을 다양한 측면에서 탐색하였다. 글쓰기 윤리를 연구윤리의 일부분으로 규정하는 것에는 무리가 따른다. 연구윤리는 사회 · 도덕적인 측면에서의 윤리성이 강조된다. 반면 글쓰기 윤리는 자기 윤리적 측면, 심미적인 측면에서의 윤리성이 강조된다. 연구 윤리에서 가장 중요한 덕목이 정직성이라면, 글쓰기 윤리에서는 진실성을 최우선에 놓는다. 글쓰기는 언어의 특성상 `허구`가 가미될 수밖에 없다. 허구는 정직성의 측면에서는 `거짓`이라고 할 수 있다. 진실성의 측면에서 허구는 `상상`의 다른 이름이다. 연구윤리와 글쓰기 윤리는 위상을 달리한다. 설문지를 바탕으로 우리나라 대학들의 현재 상황을 점검했다. 이런 논의를 토대로 우리나라 대학의 실정에 맞는 윤리의식 제고 방안을 제시해 보았다. 무엇보다 우선되어야 할 것은 내실있는 글쓰기 교육을 통해 학생들의 내적 역량을 성숙시키는 것이다. 학생들에게는 정확한 인용 방법을 습득하게 하는 것이 일차적이다. 교수자는 과정적 글쓰기를 통해 글의 시작부터 마무리까지 학생과 함께 할 때 글쓰기의 윤리의식은 크게 제고될 것이다. 대학 당국에서는 글쓰기 명예 규약, 글쓰기 윤리 수칙의 제정 등 제도적인 뒷받침을 하고 이를 일관성 있게 운영하는 것이 중요하다. 사회적으로도 글쓰기 윤리에 대한 인식을 고취하고, 표절 예방 시스템을 구축하는 방안이 함께 강구되어야 할 것이다. 글쓰기 윤리에 대한 논의는 연구윤리의 일부로서 다뤄지기 시작한 것도 문제지만 주로 학교라는 테두리를 중심으로 다뤄지고 있는 것도 하나의 한계라고 지적할 수 있다. 예술과 외설, 표절, 모방, 패러디 등 경계를 넘나들며 글쓰기 윤리는 다채롭게 논의되고 있다. 따라서 글쓰기 전반으로 `윤리성`에 대한 논의를 확대할 필요가 있다. The purpose of this thesis is to study Writing-ethics with another aspect of Research-ethics and to raise necessity of to take a triangular position. Futhermore, I made search for the heightening plan of ethical awareness. It is hardly to say that Writing-ethics is one part of Research-ethics. Research has been emphasized on aspect of social & moral ethics. The other hand, writhing-ethics was stressed on self-ethical & aesthetic ethics. The most virtues in Research-ethics is < Honesty > but in writing-ethics is < truthfulness > It could not help adding fiction in particular of language in writing. Fiction is untruth in aspect of Honesty. But fiction is truth another name of `Imagination` in aspect of Truthfulness. A research-ethics and writing-ethics were positioned between different layer. I inquired types of plagiarism that represented unethical-act in writing and classified precautions of plagiarism to be enforced in Universities in America. As based on the questionnaire, I checked up present conditions in Korea and proposed the heightening plan of ethical awareness that fitted on our university-writing education

전문직 윤리의 규명과 교육에서 덕윤리의 역할: 의료 전문직 윤리를 중심으로

유호종 한국의료윤리학회 2014 한국의료윤리학회지 Vol.17 No.1

이 논문은 두 단계로 이루어져 있다. 우선 전문직 윤리의 규명과 교육에서 의무윤리와 덕윤리라는 두 윤리설이 각각 어떤 역할을 할 수 있는지를 의료 전문직에 초점을 맞추어서 탐구하였다. 전문직의 본질적 특성 때문에 전문인은 높은 수준의 도덕적 판단력과 강한 도덕적 의지를 갖추고 있어야 한다. 이중 도덕적 판단력은 의무윤리에 의해 잘 규명되고 교육될 수 있다. 반면 도덕적 의지는 덕윤리에 의해 더 잘 배양될 수 있다. 따라서 전문직 윤리에서는 이 두 윤리설이 모두 필요하다는 점을 주장하였다. 다음으로 덕윤리로 초점을 좁혀서, 덕윤리가 전문직 윤리에서 하는 역할을 더 상세히 탐구하였다. 의료 전문직의 경우 오늘날 도덕적 의무는 여전히 막중하나 전문직으로서의 자율성과 권위는 줄어드는 경향을 보이고 있다. 그래서 많은 의사들은 높은 도덕적 요구에 대해 거부감을 느끼고 직업적 만족감도 떨어지고 있다. 하지만 전문인이 높은 수준의 도덕적 의무를 수행하면서도 그 과정에서 자기 행복을 찾아나갈 수 있는 방도는 있다. 덕윤리가 바로 그 방도를 보일 수 있다는 점을 본 논문은 주장하였다. This article examines the ethics of duty and virtue ethics in the teaching and study of professional ethics,with a focus on medical professional ethics. Because of the nature of the profession, medical practitionersshould have expertise in moral decision-making and a strong moral will. This article argues that the former concept can be investigated and taught effectively in terms of the ethics of duty, whereas the latter concept is better understood in terms of virtue ethics. Additionally, this article describes in more detail the role of virtue ethics in professional ethics, claiming that medical practitioners should strive, not only to meet their moral duties, but also to flourish in their profession. Virtue ethics shows the method for achieving this.

우리나라 의료윤리교육의 현황과 발전방향: 누가 무엇을 어떻게 가르치고 평가할 것인가?

최은경 ( Eun Kyung Choi ),장기현 ( Kee Hyun Chang ),김수연 ( Soo Youn Kim ),권복규 ( Ivo Kwon ),김옥주 ( Ock Joo Kim ) 한국의료윤리학회 2006 한국의료윤리학회지 Vol.9 No.1

This study examines the current status of ethics education in medical schools in Korea and addresses the following questions: "Who teaches medical ethics?" "What is taught?" and "How is it taught?" The study also surveys opinions on the questions of "Who should teach medical ethics?" "What should be taught?" and "How should it be taught?" From March to May 2006, a questionnaire was developed and sent to educators of medical ethics in Korea. Out of the 41 medical schools that received the questionnaire, 37 (90.2%) replied. Thirty six medical schools provide ethics education as part of their regular curricula; 28 schools (75.7%) offer independent courses in medical ethics, while 6 schools provide integrated/special lectures in medical schools. Thirty three medical schools (80.5%) reported teaching ethics in only one year of their curriculum, while the remaining 8 medical schools reported teaching ethics in 2 or more years. Two medical schools provided ethics courses in 5 years. Most schools offer ethics courses in the second or third year of medical schools, and 8 schools (21.6%) provide instruction in ethics in two or more medical courses. With respect to the question of who teaches, in 25 schools (67.6%) only one professor teaches medical ethics, while in the remaining 12 schools there are two or more instructors. Thirty schools do not have a full-time faculty member for medical ethics education. With respect to the question of what is taught, the most common content areas are ``ethical concepts,`` ``the ethics of death and dying,`` ``reproductive ethics,`` and ``doctor-patient relationships.`` As for the question of how it is taught, the most common methods are lectures (34 schools, 91.9%), group discussions (24 schools, 64.9%), and case studies. The majority of respondents indicated that current medical ethics education in Korea fails to meet the goals and standards of ethics education. The principal causes of this, according to respondents, are as follows: 1) an insufficient allocation of time for ethics education; 2) the lack of qualified instructors; and 3) the lack of recognition and support for the importance of ethics education in medical schools. As for the question of who should teach medical ethics, most of the educators believe that a team consisting of ethicists, clinicians, medical humanists, lawyers, and specialists is most suitable. Respondents ranked the following as the most important content areas: 1) ``ethical concepts``; 2) ``doctor-patient relationships``; 3) ``human rights and doctors.`` The ranking reveals a continuing stress on the conceptual and theoretical bases for medical ethics. Concerning teaching methods, most respondents replied that the best method is small group discussion, although it is impractical due to the lack of teaching faculty. At a workshop where these results were discussed, educators of medical ethics expressed a need, given the lack of resources and professional personnel in Korea, to build a network to share resources and information for the betterment of ethics education in Korea.

정보시스템 요원의 정보윤리 실천의도에 영향을 미치는 요인간 관계연구

이상배(Sang Bae Lee),김용겸(Yong Kyeom Kim),김인호(In Ho Kim) 한국경영학회 2004 經營學硏究 Vol.33 No.2

The growing concern about business ethics has been accompanied by an increase in empirical research seeking to discover the determinants of ethical/unethical behavior. This extensive result of empirical research suffers from a general inconsistency of focus and structure. Whereas a well-conceived theoretical framework could provide a very useful device for guiding research efforts, at present few such frameworks have been applied in the area of information ethics. The study apply the theory of planned behavior and two path of TAM (technology acceptance model) to the explanation of behavioral intention to perform the information ethics of IS personnel. The ability of the theory of planned behavior to predict ethical/unethical behavior is an empirical question that has yet to be explored. At present there is a striking lack of understanding of what factors influence decision making when information ethics are at issue in Korea. Under this theoretical background the research model is built. Using four scenario (privacy, accuracy, property, accessibility) with the dilemmas about information ethics, the study explores factors affecting the behavioral intention to perform the information ethics of IS personnel. Data are gathered from company located in Seoul and Kyunggido. Among these data, 157 respondent are used finally. Structural equation modelling using maximum-likelihood estimation(LISREL, 8.2) for the ten hypotheses reveal that the traditional forms of the theory of planed behavior and TAM fit the data adequately with the exception of a nonsignificant path(link) from subjective norm/organizational ethical climate to behavioral intention and attitude toward the behavior to perform the information ethics. The specific results of empirical research are as follows. Those two factors like attitude toward the behavior, perceived behavioral control have direct effects on the behavioral intention to perform the information ethics, while those two factors like behavioral belief structures, control belief structures have indirect effects on the behavioral intention to perform the information ethics through attitude toward the behavior, perceived behavioral control, respectively. Especially, behavioral belief structures have a direct effect(this is one path of TAM) as well as an indirect effect through attitude toward the behavior on the behavioral intention to perform the information ethics. The direct effect of subjective nordorganizational ethical climate on the behavioral intention to perform the information ethics is not significant, while the direct effect of normative belief structures on the subjective norm/organizational ethical climate is significant. The direct effect of control belief structures on the attitude toward the behavior is significant(this is one path of TAM). Therefore, the addition of these two paths of TAM improves the overall model fit as compared with the model fit of the theory of planned behavior. Ego strength shows quasi-moderating effect between the perceived behavioral control and the behavioral intention to perform the information ethics. Last, Implications for research and practice are discussed, and the limitations of research and directions of future research are suggested.

부동산의 생명 중심적 환경윤리에 관한 연구

이창석(Lee, Chang Suk) 한국부동산학회 2008 不動産學報 Vol.35 No.-

1. CONTENTS (1)RESEARCH OBJECTIVES The objective of this thesis is to raise the importance of environmental ethics of real estate, through the research of real estate problems regarding the relations between real estate and human beings, ethics approach of real estate, the background thought of real estate environmental crisis and ethics. (2)RESEARCH METHODS This study adopted the existing theoretical literature review. Domestic and overseas materials such as paper, books etc, are used. (3) RESEARCH RESULTS In view of the crisis of real estate environment, ethics method should be approached in environmental ethics centered on life. 2. RESULTS The ethics of real estate environment are practical issue because environmental ethics scientists have common interests in ethics responsibility on future generations, moral status of a species other than human being, moral priority issue between species, distribution problems of national resources between generations, variety of species and population problems. Futhermore, real estate environmental ethics centered on life is not to present concrete practical guide lines, in terms of decision of moral status standard can be a developed theory of real estate environment ethics. Through human being's attitude about nature and the life centered real estate environmental ethics, we should live by the human attitude about nature.

현장에서 2인칭 관점 윤리의 구현과 지속 -노들 장애인 야학에서 활동가와 장애 당사자 간의 관계를 중심으로

정진영 서울시립대학교 도시인문학연구소 2020 도시인문학연구 Vol.12 No.2

This article examines how the ethics of the second person perspective are practiced and sustained in daily lives. For this study, I conducted field work from October 2018 to June 2020. The field work was conducted at the ‘Nodeul-Yahak’ which is an organization for the people with disabilities, located in Jongno-gu, Seoul. Nodeul-Yahak is an organization with complex characteristics such as social movement organization, living community and lifelong learning center. The results of the research are as follows. First, the ethics of the second person perspective are represented by the ethics of responsibility. In other words, in Nodeul-Yahak, activists practice ethics of second person perspective by taking responsibility and intervening in the lives of people with disabilities. The realization of the ethics of responsibility is not a result of active choices by activists. Rather, Activists are called to take responsibility for others. This suggests that unlike the view of modern liberal ethics, actors who have free will and reason are not the only ones who construct and practice ethics. Second, this ethics of responsibility face struggles as the relations last for a long time. Activists are not sure that their choices would work as ‘good’ for people with disabilities. At the same time, they face the question of 'Who is the sufferer?' However, such pain, struggle and conflict do not function as a condition that makes ethics impossible. Rather, pain, struggle and conflict are part of the ethics. The ethics of the second-person perspective are realized in the process of welcoming the struggling self, and even the risk that the position of the sufferer would change and be overturned. The practice of embracing pain, struggle and conflict creates ethics in itself by cracking the premise of self-identity and other's fixed weakness. In other words, this study suggests that the eliminating pain, struggle and conflict is not a condition of ethics, but rather embracing those is an expression of ethics in itself. 본 논문에서는 구체적인 일상에서 2인칭 관점의 윤리가 어떻게 구현되며 지속되는가를 보고자 한다. 이를 위해 2018년 10월부터 2020년 6월까지 서울특별시 종로구에 위치한 노들 장애인야학에서 현장연구를 진행하였다. 노들 장애인야학은 교육기관, 생활공동체, 사회운동 단체 등의 역할을 수행하는, 복합적인 성격을 지니는 단체이다. 연구 결과는 다음과 같다. 첫째, 2인칭 관점의 윤리는 책임의 윤리로 표상된다. 즉 노들야학에서 활동가들은 장애 당사자의 삶에 대해 책임을 지고 개입하는 것으로 2인칭 관점의 윤리를 실천해나간다. 이때 활동가들이 책임의 윤리를 구현하는 것은 능동적인 선택이라기보다 관계 속에 놓이게 된 결과이다. 활동가들은 본인도 모르는 사이에 타자에 대한 책임을 지도록 호명 받는다. 이는 근대 자유주의적 윤리의 시각과는 상이하게, 이성적이고 개별적인 행위자만이 윤리를 구현해내는 것은 아님을 제시한다. 둘째, 이러한 책임의 윤리는 관계가 장기화되며 여러 위기에 직면한다. 활동가들은 본인들의 선택이 장애당사자에게 좋음으로 작용할지 확신하지 못한다. 동시에 ‘누가 약자인가?’라는 질문에 직면한다. 그러나 이와 같은 고통, 분투, 갈등이 윤리를 성립 불가능하게 하는 조건으로 기능하는 것은 아니다. 오히려 고통, 분투, 갈등은 2인칭 윤리의 일부로 자리한다. 2인칭 관점의 윤리는 분투하는 나 자신, 나아가 타자의 약자성이 변화하고 전복될 수 있다는 위험까지 환대하는 과정에서 발현된다. 고통, 분투, 갈등을 끌어안는 실천은 자기동일성 및 타자의 고정된 약자성에 대한 전제에 균열을 냄으로써 그 자체로 윤리를 만들어낸다. 다시 말 해 본 연구는 고통과 분투의 제거가 윤리의 조건이 되는 것이 아니라 오히려 그것을 포용해내는 과정에서 윤리가 발현될 수 있음을 제시 한다.

고등학생의 쓰기 윤리 실태 연구

강민경(Kang Min-kyeong) 국어교육학회 2012 국어교육연구 Vol.50 No.-

"Ethics of writing" has been added to the 2009 Korean Language Education Curriculum. In order to teach ethics of writing, it is important to understand the actual condition of writing ethics among students. The purpose of this study is to provide basic materials for writing ethics education and examine problems that researchers of Korean language education need to solve. Until now, studies on the actual condition of writing ethics among middle/high school students have been mostly conducted by quantitative research. In this study, I conduct qualitative research to compensate limit of quantitative research and understand the actual tendency of student's writing ethics. This study analyzes student's compositions on why we violate ethics of writing by using NVvivo 9, a computer program specialized in qualitative research. The results are categorized as "student", "society and culture" and "school", "Student" category includes several aspects of performance assessment, ethics of writing itself, affective factors, writing competence, linguistic habits, ethicality, etc. "Society and culture" category includes several aspects of Information Technology, ethics of writing itself, ethicality, etc. "School" category is composed of educational climate, conduct of performance assessment. The items of each category are arranged in order of frequency. Based on these results, this study proposes necessary improvements in relation to education contents, teacher' conduct of performance assessment and writing education.

Quality is to a product what character is to a man -is virtue ethics the missing piece in quality management?

( Mia Ljungblom(msc Pedagogy) ),( Thomas Taro Lennerfors(associate Professor) ) 한국품질경영학회 2015 한국품질경영학회 학술대회 Vol.2015 No.2

Background It is a growing trend within the field of management studies to argue that virtue ethics is necessary for good management. This quite recent trend goes against the common view of ethics in business as fundamentally deontological or consequentialist, rather than a focus on character. Business ethics in general, including project management, is often reactive rather than affirmative. In other words, to avoid problems and scandals, managers and employees use rule-based ethics that prohibits infraction and wrongdoing instead of becoming role models that strive for the good. Quality is seldom discussed in relation to virtue ethics. In this paper, we argue that virtue ethics should also be a fundamental part in quality management by bringing quality down to the personal level which has a processual focus (continuous improvements, and commitment), and thereby fits well into for example Total Quality Management. We stay true to the Heinzian statement that character is to a man, or woman, what quality is to a product, or process. Purpose To to argue for the use virtue ethics in quality management. Methodology We have emulated the methods employed by Loo using a general inductive approach for analyzing qualitative evaluation data. Responses on three ethical dilemmas were collected between 2011 and 2015. These include 88 responses from Project management students and 31 responses from well-established PMs. The respondents were asked to give their solution to the dilemmas, and also give their solution if they had the dilemma themselves as a PM. All the response will serve as the basis for the analysis in this paper. Findings TQM and ethics have in common that an integral perspective is needed in order to achieve the intended goals and quality management can benefit from a more direct engagement with theories of virtue ethics. Organizations have to find out what kind of behaviors (virtues) is necessary for quality improvements and what kind of character is best for co-worker working with quality issues. Virtue ethics, as maximalistic ethics, is not enough, but must be complemented with a minimalistic ethics to promote quality

덕의 윤리학과 존재의 윤리학

조영태 한국도덕교육학회 2014 道德敎育硏究 Vol.26 No.1

현대의 덕윤리학은 존재의 윤리학을 표방하고 있지만, 그것은 진정한 존재의 윤리학인 고대의 윤리학과 같지 않다. 진정한 존재의 윤리학은 덕윤리학의 문제의식을 자신의 문제의식으로 끌어안고 있을 뿐 아니라 덕윤리학이 배척하는 근대 윤리학의 문제의식도 자신의 문제의식으로 안고 있다. ‘존재’는 표준과 욕망의 일치로 규정된다. 덕윤리학과 존재의 윤리학은 공히 그 일치를 추구하되, 덕윤리학이 추구하는 것이 표준과 욕망의 ‘경험적’ 일치라면, 진정한 존재의 윤리학이 추구하는 것은 양자의 ‘형이상학적’ 일치라고 말할 수 있다. 덕윤리학은 표준과 욕망의 구분을 뭉개버린다(일원론)고 말할 수 있다. 그리고 근대 윤리학은 표준과 욕망을 떼어낸다(이원론)고 말할 수 있다. 이에 대하여 진정한 존재의 윤리학은 표준과 욕망을 구분한다고 말할 수 있으며, 그 점에서 일원론에 떨어지지도 않으면서 이원론에 주저앉지도 않는다고 말할 수 있다. 그런 윤리학은 구체적으로 어떤 것인가? 본 연구는 이원론을 거부하되 일원론에 걸리지도 않는 이론이 어떤 것인지를 설명하는 데에 집중하였다. We can think of three kinds of ethics: modern ethics, post-modern ethics and pre-modern ethics. Virtue ethics of these days is post-modern ethics which criticizes modern ethics. Virtue ethics criticizes modern ethics as just ethics of action. Virtue ethics regards itself as ethics of actor, another name of which is ethics of being. I agree that ethics of being is superior to ethics of actor. However I do not agree that post-modern ethics is superior to modern ethics. Because I think post-modern ethics (virtue ethics) is not a real form of ethics of being. I think that real form of ethics of being is pre-modern ethics. Being can be defined as ‘the unity of world and mind’, or ‘the unity of standard and desire’. That unity which post-modern virtue ethics pursues can be interpreted as the unity of phenomenal dimension. That unity which pre-modern ethics of being pursues is the unity of noumenal–dimension. This unity has metaphysical nature. So pre-modern ethics of being can distinguishes standard and desire, not separating them. Pre-modern ethics of being is not monism, and in that respect it is different from post-modern virtue ethics.

孔子의 윤리 상담에 관한 硏究

이상호 동양철학연구회 2015 東洋哲學硏究 Vol.81 No.-

The objective of this study was to examine Confucius’ ethics counseling and apply it to today’s school education as a strategy for more effective ethics counseling. In the field of education today, efforts are made more in psychological counseling for students with emotional disturbances than in ethics counseling for ordinary students. It is because of the belief that when students with maladjustment to school life or the offenders of school violence are left untreated, they will cause even more serious social problems in the future. In school education, an increasing number of middle schools are reducing the hours of the morality class, and the high school curriculum changed ethics‐related subjects from mandatory to elective courses. As a consequence, students have fewer opportunities for learning or ethics counseling to solve ethical issues that they face through their lives. Lack of autonomy and difficulty in interpersonal relationships lead to maladjustment to college life, and low moral empathy ability becomes a factor causing conflicts in marriage life. The purposes of Confucius’ ethics counseling are to help each individual find his/her human nature and to support society members to strengthen their moral empathy ability. The ultimate goal of ethics counseling is achieving an ethically ideal society in which every person is happy. For the ultimate purpose, Confucius promoted ethics counseling based on the naturalness of humaneness, and gave ethics counseling in consideration of the counselee’s personality and level. In addition, his ethics counseling illustrated desirable and undesirable dispositions through contrastive explanations about the words and deeds of virtuous and petty persons and, by doing so, presented the ideal image of humans to be pursued by his disciples. Thus, Confucius’ ethics counseling is considered meaningful in that it suggests a desirable direction for today’s morality teachers to follow in their ethics counseling. 본 논문의 목적은 공자의 윤리 상담을 검토하여 오늘날 교육 현장에 적용할 수 있는 효과적인 윤리 상담의 방안을 모색하는 데 있다. 오늘날 교육 현장에서는 정상적인 학생을 위한 윤리 상담보다는 정서적 장애를 겪고 있는 학생들을 위한 심리 상담에 치중하여 상담을 진행하고 있다. 학교생활 부적응 학생이나 학교 폭력 가해자 학생을 치료하지 않고 내버려둘 경우 더 큰 사회문제가 발생할 수 있다는 취지 때문이다. 교육 현장의 경우 중학교 도덕 수업 시수를 감축하는 학교가 증가하고 있고, 고등학교 윤리 관련 과목의 경우 필수에서 선택으로 바뀌었다. 그 결과 살아가면서 당면하게 되는 윤리 문제 해결을 위한 학습이나 윤리 상담 기회는 줄게 되었다. 자율성 부족과 대인 관계 어려움은 대학 생활 부적응으로 이어지고 있으며, 도덕적 공감 능력 부족은 결혼 후 부부 갈등을 일으키는 요인이 되고 있다. 공자의 윤리 상담 목적은 개개인의 인간 본래성을 스스로 찾도록 하는 데 있었으며, 사회적 측면에서는 도덕적 공감 능력을 확산시키는 데 있었다. 윤리 상담의 궁극적인 목적은 모든 사람이 행복한 윤리적 이상 사회를 이루는 데 있었다. 이러한 목적을 달성하기 위해 공자는 인정의 자연스러움에 바탕을 두고 윤리 상담을 진행했으며, 질문하는 사람의 개성과 자질을 고려하여 그들의 수준에 맞게 윤리 상담을 하였다. 그리고 군자와 소인의 언행에 대한 대조적 설명을 통해서 바람직한 인격과 바람직하지 못한 인격을 예시적으로 가르치고 보여줌으로써 제자들이 지향해야 할 이상적인 인간상 정립에 도움을 주는 윤리 상담을 했다. 공자의 윤리 상담은 오늘날 도덕 교사가 윤리 상담을 할 때 지향해야 할 바람직한 방향을 제시했다는 점에서 의의가 있다고 하겠다.