CAJ | 학술논문

反思义务教育品德课程改革，德育需要更明晰地探讨“知识”与“生活”的关系。“回归生活”的德育不能笼统地反对知识，应将对知识学习的认识与对知性德育的批判相区分，德育中的知识学习包括道德知识、关于道德的知识、有助于道德的知识三种类型，并以主体性的道德知识的获得为根本。德育以生活为基础最终要落脚到个体生活经验，个体生活经验是个体道德成长的基础，德育过程需要关注并引导个体生活经验的不断丰富和扩展。由此，道德知识的获得需要个体生活经验的带入，个体生活经验的扩展需要道德价值的引导。德育正是基于“知识”与“生活”的这种关联才可能触碰到个体的内在生命，实现其应有的价值引导。
반사의무교육품덕과정개혁，덕육수요경명석지탐토“지식”여“생활”적관계。“회귀생활”적덕육불능롱통지반대지식，응장대지식학습적인식여대지성덕육적비판상구분，덕육중적지식학습포괄도덕지식、관우도덕적지식、유조우도덕적지식삼충류형，병이주체성적도덕지식적획득위근본。덕육이생활위기출최종요락각도개체생활경험，개체생활경험시개체도덕성장적기출，덕육과정수요관주병인도개체생활경험적불단봉부화확전。유차，도덕지식적획득수요개체생활경험적대입，개체생활경험적확전수요도덕개치적인도。덕육정시기우“지식”여“생활”적저충관련재가능촉팽도개체적내재생명，실현기응유적개치인도。
Reviewing and thinking about moral education curriculum reform in compulsory education stage, moral education should discuss more clearly about the relationship between ＂knowledge＂ and ＂life＂. Moral education with the concept of returning to life cannot oppose to knowledge in general. The distinction between knowledge learning and the knowledge-reliance of moral education should be discussed. On this basis, knowledge learning in moral education includes three types of knowledge： the moral knowledge with subjectivity, the knowledge about morality and the knowledge contributing to understand morality. The moral knowledge with subjectivity is more important. On the other hand, ultimately, moral education on the basis of life world should focus on individual life experience. One＇s individual life experience is the basis of one＇s moral growth. Moral education should make individual life experience be acknowledged, expressed, shared, communicated, collided, introspected, adjusted and extended. According to the above, moral knowledge with subjectivity needs the involvement of individual life experience, and the extending of individual life experience needs the guidance of moral value. Based on such correlation between ＂knowledge＂ and ＂life＂, moral education may touch the individual inner life and realize its value guidance.