도덕과 인구·다문화 가치 교육의 방향과 과제

Abstract

The purpose of this study is to critically discuss the characteristics of multicultural education in Korea related to population and multicultural phenomena, and to clarify the direction and task of multicultural value education in moral education. Multicultural education in Korea is related to the phenomenon of low birth and aging society. These characteristics are the cause of Korean multicultural education revealing 'the absence of humanistic discourse', 'the creation of intentional boundary support', and 'limits to reflecting various discourses'. This is related to the subjective self-view orientation inherent in Korean society. Seyla Benhabib argues that the subjective self-view orientation inherent in critical philosophy has become a limit in that critical philosophy overcomes the limitations of modern philosophy. Like Seyla Benhabib's criticism of the philosophy of subjective self-view, the direction of multicultural value education pursued by population and multicultural education in moral education should be designed based on relational epistemology by overcoming subjective self-relationships. In addition, it is necessary to establish detailed educational contents of multicultural education through the process of constructive thinking that is soundly carried out within the community of needs and solidarity. Through this, we will be able to develop the direction of multicultural value education that contributes to peace in our community through moral educational research.