S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.68 (2004)
도덕·윤리과 교육의 학제적 접근의 정착과정: 도덕·윤리과 중등 교사 양성을 위한 교육과정 및 이수과목을 중심으로 : The Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.68, pp. 113-134
- The secondary school subject of moral and ethics education in Korea, SInce it's
entering into the formal courses of study upon the 3rd curriculum amendment in 1975,
has paved the way to the establishment of interdisciplinary approach, particularly since
the middle of nineteen eighties.
The purpose of this study is to examme how much of interdisciplinary characteristics
appeared in terms of the teacher training curriculum for moral and ethics education and
the selection of required subjects for the acquisition of teacher certificate. This study IS
to point out three main events for the establishment of interdisciplinary approach.
First, a nation-wide seminar which was held in 1985 through the attendance of all
the professors belonging to the department of National Ethics Education decided the
formation of teacher training curriculum that contained three groups of interdisciplinary
courses, i.e.,humanity, social science plus ideology problems peculiar to Korean situation.
Second, the ministry of Education notified in 1994 the courses for the acquisition of
teacher certificate eligible for the teaching secondary moral education on interdisciplinary
principle. The courses included 'Korean Ethical Thought', 'Ethics', 'Theory of Democracy',
and 'Education for the Unification of Korea'. The first two courses were categorized
into the field of humanity and the latter two were categorized into the field of social
Third, the ministry of Education notified agam on interdisciplinary principle in 2000
three groups of the courses for the acquisition of teacher certificate eligible for the
teaching secondary moral education. The first group designated one compulsory course
named 'Theory of Moral and Ethics Education' in terms of subject matter education
area. The second group designated two courses of selection from the five courses of humanity nature including 'General Theory of Ethics', 'Oriental Thought of Ethics',
'Western Thought of Ethics', 'Korean Thought', and 'Reading of Ethics Classic'. The
third group designated two courses of selection from the five courses of Social Sciences
including 'Theory of Democracy', 'Theory of National Security', 'Theory of National
Unification', 'Theory of Democratic Citizenship Education', and 'Moral Psychology'.