도덕적으로 교육받은 사람 의 개념 탐색

이병승(Byeong Seong Lee) 한국교육철학회 1996 교육철학 Vol.14 No.-

It is generally acknowledged that main concern of moral education is to cultivate `morally educated person`. A conception of the morally educated person is both a aim and a ideal for all activities in moral education, guide for individual and communities. The purpose of researcher is to clarify the concept of `morally educated person`, to examine the general moral characteristics achieved by the people who is morally educated, and to suggest the roles of teachers concerned with this themes directly or indirectly. In order to do this, I have taken three steps. First, I analyized the concept of `morally educated person` used by peoples who were concerned with moral education. From this analysis, I identified the ambiguity and vogueness of meanings in this concept. Then I differed the concept of `moral person` from `morally educated person. The second step was to examine the thoughts of moral philosophers who researchered this concept. Firstly I introduced and then examined the thougths of E. Durkheim, L. Kohlberg, and R.S. Peters. These philosophers suggested as follows: Durkheim pictured morally educated person as `morally socialized man`, Kohlberg pictured this person as `person who is fellowing the universal moral principles`, and Peters pictured this person as `who was pursuit the worthwhileness`. And then I examined the moral characteristics suggested by J. Wilson and J.R. Coombs mainly. The third step was to suggest the roles of teachers in moral education. Teachers must explaine importance and reasons of concept of morally educated person. They must teach students to think with rationality and then to act according to the universal principles as `respect for person`, `freedom` and `equality`. Furthermore, they should act as a ideal and standard in various moral situation.

도덕적 신념과 교육

이병승(Byeong Seong Lee) 한국교육철학회 1999 교육철학 Vol.17 No.-

N/A

자연존중의 정당화와 환경교육

이병승(Byeong Seong Lee) 한국교육철학회 1998 교육철학 Vol.16 No.-

The aim of this study is to clarify the meaning of `respect for nature`, to argue some grounds of justification to the value of it, and to suggest the desirable directions of environmental education on the bases of this justification argument. (1) `Respect for nature` is the one of moral principle that menbers of human beings should be follow to sustain and develop their ethical community. This principle is not selective and alternative. (2) The principle of `respect for nature` can be justified by two perspectives: instrumental justification and non-instrumental justification. The former argument can be justified by the amthropocentrism, the latter can be justified by biocentrism and ecocentrism. Anthropocentrism argue that only human beings have intrinsic value, moral duties and responsibilities. But biocentrism and ecocentrism assert that all living things has intrinsic value, and they have right to respect. They argue that modern or post modern environmental problems can not resolved by traditional ethical theories. Furthemore, they assert that radically different ethical theories have to function to solve the multiple problems happened in biotic communities or ecosystem. (3) The cruxes of a matter has comprised in non-instrumental justification arguement supported by biocentrism and ecocentrism. But this argument supply us with reflective thinking and introspection, and some implications to widen the scope of conceptions of `community`, moral duty and status, and responsibility. Notwithstanding, it will be persuade this argument into connected to practical environmental movements, and this movements have to spreads from individual dimension to groups of families, schools, industry and so on. It is important to us which schools must be teach and instruct to argue above argument systematically. (4) Environmental education for environmental ethics. Truthful environmental education must not actualize along with only teaching of technical methods of environmental sciences aiming to solve the biotic system and ecosystem. It is said that environmental education must be realised on the thorectical foundations of environmental philosophy or environmental ethics aiming to change of our anthropocentric prejudies fundamentally or radically.

용기의 정당화와 그 교육 가능성

이병승(Byeong Seong Lee) 한국교육철학회 1997 교육철학 Vol.15 No.-

The aim of this thesis is to clarify the concept of `courage` or `couageous action`, to justify values of it, and to discuss on the possibilites of rearing of it in education. Conclusions are as following. First, researcher investigated the meaning of courage including some dictionarys(Concise Oxford Dictionary and Merriam-Webster Dictionary, as example). And I introduced classical meanings in works of Greek and mediaeval philosophers. Though efforts of above philosophers distributed on understanding of descriptive meanings of courage, it only explained one side of many meanings of courage. And so, I tried to analyse modern meanings of it. At the same time, researcher criticized some views of modern philosophers discussed on the courage with analytical methods. To call a certain action `couragous`, it would be demands to some conditions: situation with dangers and pains, good aim(end) and intention, and rational or desirable methods to solve dangerous situation. Secondly, tried by two ethical theories teleological and deontological theories. Utilitarians justfied couragous action in utility or consequences of action. They not concernd with good motive and intention with desirable results. They failed to notice the possibilities of which courageous action would perform by a certain duty in some situation. The deontological ethicians as Kant emphasized duty of action, but they failed to notice of which many acts of courage are beyond duty(supererogatory). Though a action was not justified by consequences and duties, we say not that it has not a intrinsic values, at the same time need not pursuit it. Thirdly, reseacher discussed on possiblities of rearing of courageous action in education. One of aims in education is to bring up people to couragous. Human qualities in courageous action would be acquired a posteriori. Adults or school teachers ought to explain why needs courageous action in our practical or moral life. And they must act on as model of couragous people. Moreover, they ought to guide young peoples to think rationally, to choose more desirable method to solve the dangerous situation, to act on some rational or moral principles.

교육받은 사람의 개념 : 듀이와 피터스를 중심으로

이병승 ( Byeong Seong Lee ) 한국교육철학회 2001 교육철학 Vol.19 No.-

본 논문의 목적은 듀이와 피터스의 저작들에 나타난 교육받은 사람의 개념을 비판적으로 비교, 논의함으로써 그것이 한국교육에 주는 시사점을 제시하려는데 있다. 이러한 목적을 달성하기 위해 연구자는 다음과 같은 세 단계를 탐구하였다. 첫째 단계에서, 연구자는 두 철학자의 주장을 비교하기 전에 먼저 그들의 저작들에 나타난 교육받은 사람의 개념을 축출해냈다. 듀이의 교육받은 사람에게서 나타나는 두드러진 행동유형들은 (1) 끊임없는 학습활동, (2) 반성적 사고활동, (3) 건전한 판단활동, (4) 지역사회에의 참여활동 등이다. 피터스의 교육받은 사람에게서 나타나는 두드러진 행동유형들은 (1) 삶의 양식에의 입문활동, (2) 가치있는 것에의 헌신활동, (3) 인지적 안목의 심화 및 발달활동, (4) 합리적 정열의 추구활동 등이다. 둘째 단계에서, 연구자는 축출해낸 교육받은 사람의 주요 행동유형들을 비교철학적 관점에서 비판적으로 비교 논의하였다. 비교 논의한 결과, 듀이와 피터스의 견해는 공유하는 바도 많지만 차이점도 많았다. 듀이가 교육받은 사람의 실천적 능력을 강조한다면 피터스는 교육받은 사람의 지적이고 이론적인 이해능력을 강조한다. 듀이의 교육받은 사람은 실천적인 문제를 해결하는데 유능하지만, 비극적 상황, 실존적 절박성에 대한 이해는 비교적 부족한 편이다. 반면에 피터스의 교육받은 사람은 이론적이고 지적인 세계를 다루는데는 유능하지만, 실제적인 문제를 다루는데는 비교적 관심이 적은 편이다. 듀이의 교육받은 사람이 세계를 변혁하는 일에 관심을 기울인다면, 피터스의 교육받은 사람은 세계를 이해라고 관조하는 일에 더 유능한 편이다. 셋째 단계에서 연구자는 듀이와 피터스의 교육받은 사람의 개념에 비추어 한국교육의 이상을 비판적으로 검토하고 그 발전 방향을 제시하려고 하였다. 그들의 주장에 비추어볼 때, 한국사람들이 가지고 있는 교육받은 사람의 개념은 너무 좁고 편협하며 왜곡되어 있다. 한국교육의 발전을 위하여 교육받은 사람에 대한 좁은 견해는 확대되고 보완되어야 하며, 편견과 오해는 반드시 교정되어야 할 것이다. 교육의 질이 교육받은 사람의 질을 넘지 못한다고 할 때 교육받은 사람에 대한 개념과 이상을 바르게 정립하고 이를 교육실제와 관련지어 반추해 보는 일은 한국교육계에 몸담고 있는 모든 이들에게 중요한 일이 아닐 수 없다

몸에 관한 철학적 담론과 그 교육학적 시사

이병승(Byeong Seong Lee) 한국교육철학회 2000 교육철학 Vol.18 No.-

The aim of this thesis is to investigate the philosophical discourses on human body and to suggest some meaningful implications to educational theories and practices. It can be concluded from what has been discussed so far. Firstly, researcher reviewed the four backgrounds of discourse on the body emerged in post-modern society and multiple academical fields. That is, it emerged in radical change of social structure, in the process of scientific or medical development, and in the emergence of post-modernism or feminism movement. But furthermore, the writings of Nietzsche called as `body philosopher` and the works of hermeneutists as Husserl, Merleau-Ponty influenced more on philosophical discourse of this theme. Some important and meaningful implications from their dicourse are to find us the inherent value of the body, and to open the possibility us insight to importance of it. Secondly, researcher made clear relationships of schooling and student`s body. The student`s body in schooling has been controlled unilaterally by teachers, masters, and many school regulations. From the views of discourse of body, teaching and learning in school must be start and proceed and end with the knowledge and understanding of student`s body. Therefore, student`s body is not conteolled but respected and emancipated Thirdy,researcher suggested the main roles and duties of teachers related with student`s body. As made manifest by hermeneutic philosophers, human body have duplicative characteristics inherently. It produce creative energy. At the same time, it have destructive energy. Therefore, teachers must control and regulate rationally the dynamic desire spouting from body without missing the equilibrium of educative authority. Fourth, researcher criticised the harms and problems of cybernetic education from the view of body philosphy. I think that true education is not through connection to machines, but through contact between human bodies. We, as teacher, have to understand, interpret, and apply the phenomena and symbols of student`s body in school life-cycle. Researcher would be emphases that human body can be always study as central theme in educational theories and practices.

죤·듀이의 知性 槪念에 관한 硏究

李秉承 충남대학교 학생생활연구소 1985 學生生活硏究 Vol.13 No.-

피터즈의 敎育槪念에 關한 一考察

李秉承 충남대학교 1985 學生生活硏究 Vol.12 No.-

大學生들의 國外留學에 關한 意識 調査硏究

金鍾石,李秉承 충남대학교 학생생활연구소 1985 學生生活硏究 Vol.13 No.-

1984 學年度 新入生 實態調査 結果分析

金種石,李秉承 충남대학교 1985 學生生活硏究 Vol.12 No.-