회절적 사고력 함양을 위한 도덕교육

다국어 초록 (Multilingual Abstract)

This paper first clarifies that the development of diffractive thinking is as important as the cultivation of reflective thinking in moral education, and then suggests the direction of moral education for the cultivation of diffractive thinking. To this end, I first compare and review the concepts of reflection, reflexivity, and diffraction, and then explore the characteristics of the ethico-onto-epistemology approach centered on the concepts of entanglement, agentic cut, and internal function advocated by Barad. Then, based on the explanation of the teaching methodological strengths of diffractive pedagogy, we suggest the direction of moral education for the cultivation of diffractive thinking. Teachers who teach morality need to guide students to actively participate in the process of becoming in order to cultivate diffractive thinking, and to make active efforts to realize the ecological self and develop the ability to respond. If teachers who teach morality provide students with sufficient opportunities to develop diffractive thinking, they will become deeply involved in the reality of the society they belong to, clearly understand their position in that reality, and deeply realize their ethical responsibility for it.