간행물

윤리연구 update

Journal of Korean Ethics Studies

  • : 한국윤리학회(구 한국국민윤리학회)
  • : 인문과학분야  >  기타(인문과학)
  • : KCI등재
  • :
  • : 연속간행물
  • : 격월
  • : 1225-0511
  • :
  • :

수록정보
수록범위 : 1권0호(1973)~119권0호(2018) |수록논문 수 : 1,694
윤리연구
119권0호(2018년 05월) 수록논문
최근 권호 논문
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KCI등재

1Moral Educational Implications of Blood Donation

저자 : Kim Kuk-hyeon

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 1-23 (23 pages)

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Blood donation is a moral behaviour to give blood. It helps people who have lost blood or need transfusion due to various reasons. In Korea, due to the aging of the population, the number of people who will need blood is increasing but the number of people who can donate is decreasing. Therefore, it is urgent to respond to the problems of blood supply and demand. In particular, it is necessary to establish education on blood education for school aged blood donors who is the major blood donation population. In this context, this paper discuss ethical theories to deal with blood donation, an understanding of morality for ethical blood donation, the improvement of contents, that is, learning topics of future curriculum and its effective implementation in primary and secondary education from an moral educational point of view. The goal of ethical blood donation education will be depends on the school level. Therefore, blood donation education in elementary school and middle school would be appropriate to focus on understanding blood related knowledge, cultivation of moral sensitivity and moral motivation for blood donation because their students are not entitled to donate blood. And, blood education in high school would be appropriate to focus on the development of four components of morality necessary, it is necessary for ethical and voluntary blood donation. For effective school blood donation education, discovering learning topics of blood donation and making educational standards of ethical blood donation education are need, and it should be developed based on four components of moral behavior, that is, moral sensitivity, moral judgment, moral motivation, moral performance or moral character for blood donation. And educational materials including lesson plans for blood donation education should be developed and distributed to school so that students can develop four components for blood donation practice in a balanced way.

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This paper aims to explore the characteristic of religious and moral thinking in stage 7 in Kohlberg's theory. The main question is why he considered and suggested stage 7 beyond stage 6 of justice in the scheme of moral stages. As it is known, there are three levels -preconventional, conventional, postconventional morality- in which six stages are divided in moral development. In Kohlberg's scheme, the main goal of moral development is to realize that an agent decides to think and do right in the postconventional and principled level. Here the ethical principle of justice is universalized and adapted among the members beyond the boundary of relativism. In his view, it is the theory of justice in John Rawls that enables them to find out the principle in stage 6. In addition, Rawlsian adaptation of moral development is connected with the supererogatory perspective of the sense of justice. In religious life and culture, the development of faith is the boundary of ethical development; however, in his view, it is possible when the principle of morality is formally operated. This means that the principle of morality is not against religious thinking, but leads to the development of the love of mankind. At that point, the conception of self-denial as the resource of reversibility and equilibrium is taken and developed into the ordinary practices of the process of each stage in the moral education at schools.

KCI등재

3The Dynamic Motivation Model of Moral Identity

저자 : Ha Jin-bong

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 45-60 (16 pages)

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The purpose of this paper is to review the various theories on moral identity, and then to propose the integrated motivation model, that is dynamic motivation model of moral identity as an answer to the criticism of moral identity such as moral cleansing and moral licensing. So, this paper discusses major moral identity theories such as Blasi's self-model, social cognitive approach, and sociological identity theory. Based on prior researches, this paper propose the dynamic motivation model of moral identity, it includes several assumptions: (1) Moral identity is to define oneself morally and is not specific trait but location along moral continuum. (2) Moral identity might or might not be activated by situational factors. And then, the factors function implicitly and explicitly. (3) Although activated moral identity motivates generally moral behavior as a result of deliberation, it sometimes motivates behavior that is discord with moral identity implicitly. (4) The behaviors that are not consistent with one's moral identity ultimately converge on one's moral identity. Even though this model has some limitations, it has strength that integrated various theories about moral identity and suggests further directions.

KCI등재

4Moral Education for Overcoming Moral Rationalization

저자 : Moon Kyung-ho

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 61-79 (19 pages)

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This article examines the psychological process of moral rationalization as a function of reason that adopts immoral decision defensively and suggests moral coherence as a way to overcome moral rationalization by avoiding the cognitive dissonance, desire for self-unity according to moral identity. Through this study, I have proposed a strategy for moral coherence using moral self - identity and avoidance cognitive dissonance as a way to refuse moral rationalization and cultivate moral coherence. Through these discussions, I hope to provide more diverse moral educational perspectives for moral decision making.

KCI등재

5Stability of Moral Behavior in Situational Variability

저자 : Park Bo-ram

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 81-96 (16 pages)

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While admitting the potential role of personality traits that influence an individual's moral behavior, situationists in psychology deny the functioning of moral traits, claiming that personality traits are stimulated by situational power. To understand moral behavior more clearly, however, traits of some people who make different choices in the same situation should be noticd. Individuals can choose or avoid a specific situation according to their personality traits, which affects their moral behavior. Individuals behave in a variety of ways in a given dimension of behavior, but the center of their behaviors is still very stable over a long term. Therefore, to understand consistency, stability, and individual differences in moral behavior, an integrated approach that focuses on the interaction between situational power and moral traits should be made much of.

KCI등재

6The Moral Education in the Formal School as an Inheritance of Traditional Education

저자 : Lee Sang-hee

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 97-112 (16 pages)

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The purpose of this study is to explain the historicity of moral education in school and particularly to cast light upon implications that the subject of self-cultivation in the modern enlightenment period gives to contemporary moral education. By representing characters of traditional education concerning goals and contents that the subject of self-cultivation in the modern formal school has, I raise a question about the moral education in the formal school was created for political purposes, therefore, insist that it can be assume that the subject of self-cultivation in regular schooling was made for taking the place of the traditional education. Against it, you may think so that the subject of self-cultivation was the works of imitating the Japanese school system. At that time there was an inquiry into the educational systems of Japan and the United States for setting formal schooling, obviously, it was under the influence of Japan. But with a plethora of circumstantial and historical evidence, it presents that the subject of self-cultivation was a try to mediate traditional education and modern moral education, not as a mere imitation. Thus, it should reconsider the history of moral education in school, especially our own creativity of the subject of the self-cultivation in Korea. Claiming that the subject of the self-cultivation has the internal characteristics unrelated to copying the self-cultivation education of Japan, this study suggests that concrete and historical facts that prove the moral education in continuity and takes a look at contents of the subject in some detail to give a flavor of the theoretically based identity of moral education in school. The idea that the spirit of Confucianism must maintain but selectively it could be taken goods of western civilization was prevailing at that time. Although pragmatism is emphasized, the traditional moral codes and values are still significant educational contents. We can confirm coexistence of modern and traditional education in many places. The criteria for the admission of the school of education was to select a person skilled in Chinese, and teaching methods were also old-fashioned. Even though new knowledge and skills are introduced to school education, they had to be based on traditional education. Traditional education was accepted not only in general public education but also in foreign language schools for a particular purpose. Even new schools established to introduce foreign cultures were centered on Confucian education. In a transitional stage, it was considered that traditional methods were still valid. It was possible that because it was relatively autonomous to make a modern school system despite the influences of foreign. In 1909, according to the standards for textbooks, Japan confiscated several textbooks of the subject of self-cultivation and banned the sale of ones. That is what demonstrate real goals and functions of the self-cultivation subject. The subject of self-cultivation had a variety of functions and characteristics. First is to raise and practice virtues as the aims of official educational. Second is colonial ideology injection of Japan as cultivating humanity to meet the purpose of Japanese rule. The third is to recover of having lost country through education and then to promote the prosperity of the nation. We should not devalue the subject of self-cultivation due to partial functions intended by Japan. In the same vein, to teach the subject of the self-cultivation, there were traditional ways of using Sohak and Dongmongseonseup, types of ethnic education by educated persons of private schools, western courses replaced by the Bible and the ethics and so on. The goals of education of the Joseon Dynasty and its contents were about the self-cultivations and moral trainings. Traditional education at that time was, from the viewpoint of goals and contents of education, moral education in a broad sense, even though not a form of school moral education. After that, a modern curriculum of regular schooling was created and the subject of self-cultivation was born as an independent study. The subject of self-cultivation in modern times is the predecessor of Korean school moral education. The foundation of the curriculum was to preserve the value of traditional education, but its purpose had been altered in the course of its implementation. However, it is very important that moral education in school was created the first as an essential course in the modern education curriculum and it has become the basis of moral education in Korea.

KCI등재

7Problems in Business Performance of Multicultural Family Support Center Workers

저자 : Kim Ho-kyung , Yun Hyang-hee

발행기관 : 한국윤리학회(구 한국국민윤리학회) 간행물 : 윤리연구 119권 0호 발행 연도 : 2018 페이지 : pp. 113-131 (19 pages)

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As for the problems when the multicultural family support center workers perform their business, and when they have consultations with the married immigrants about the conflicts and hurt of them, the relationship between the workers and the immigrants would be different, depending on the degree that the workers understand multicultural families. And thus, in this study, the specialized measures for expanding multicultural understanding education for the workers are to be suggested. Multicultural facility worker education is conducted in compliance with Article 12- 2(conducting refresher training) of Multicultural Family Support Act. The workers should understand the family of the married immigrants and know the background of the entrance of Korean society into a multicultural society. Multicultural understanding education is conducted in a variety of ways according to the order of the Minister of Gender Equality and Family in compliance with Article 9 of Enforcement Rule of the Multicultural Family Support Act. As the center directly carries out the service to the married immigrants, this study is to seek out the efficient education measures in their relationship with the workers. And thus, for job ethics education which the workers should receive, it is suggested that the rules of evidence on "Job Ethics of Multicultural Family Support Center" should be added to the Article 9, Clause 3 of Enforcement Rules of Multicultural Family Support Act which was enacted by Ordinance of Ministry of Gender Equality and Family.

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서울대학교 서울교육대학교 연세대학교 이화여자대학교 한국교원대학교
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