도덕적 상상력을 위한 서사교육접근 = Narrative Education Approach for Moral lmagination

다국어 초록 (Multilingual Abstract)

There is a common misapprehension that those educating who value rationality as an aim necessarily ignore the aims of educating people in respect of imagination.
conversely, conceps such as imgiation, creativity, and morality are logically tied up with rationality.
A Curriculum concerned with the development of moral imagination therefore has to involve those subject matters in which we are particularly concerned to see imagination displayed and those that are most likely to foster the imaginative spirit or disposition by opening up the mind to the variety and complexity of human experience.
The narrative education for moral imagination to nurture a lively application of possibilities, and the narrative education is to present the possibilities of tradition as ways of enriching people's lives rather than as pre-established rigid patterns imposed upon reluctant individuals.
After all, this study is an inquiry into narrtive the primary form by which human moral experience is made meaningful. And the aim of the study of narrative is make explicity the operations that produce its particular meaning, and to draw out the implications this meaning has for moral imagination.
So teachers should deal with the domains such moral imagination, creativity as well as the cognitive domains such a moral knowledge and judgment. In order to facilitate students' moral imagination, teachers should use various narrative materials relevant to a particular content and select appropriate narrative teaching methods.

목차 (Table of Contents)

• 1. 서론
• 2. 왜 도덕적 상상력(Moral imagination)이 중요한가?
• 3. 상상력과 이야기 교수
• -학슴과의 관계
• 4. 상상력을 활용한 서사교육의 방향 모색
• 5. 구체적인 서사전략
• 참고문헌
• 영문초록