가치분석 수업의 이론적 기초와 교수전략

Abstract

Purpose: The purpose of this study was to theoretically explore issues raised in the transition from
 traditional values education to values education based on Western liberal philosophy in the context
 of values analysis by focusing on theory and teaching strategies.
 Methods: Firstly, the researcher analyzed the research outcomes of values education as a direct target
 of curriculum education through investigating values issues. Three fundamental issues arising from
 the changing trends in values education were identified. Subsequently, to gain a detailed understanding
 of these issues the discussion focused on the theoretical foundation of values analysis and teaching
 strategies. The theoretical basis of this theory based on the good reasons approach in analytic ethics
 was then examined. Finally in relation to these three issues, teaching strategies of values analysis
 were explored.
 Results: The two safety devices applied in values analysis teaching strategies, practical judgment,
 and value judgment serve as educational prescriptions to minimize limitations that may arise in granting
 young students the freedom to choose values. Regarding the relativistic issue of value criteria inherent
 in values education based on liberal philosophy, the values analysis theory not only takes a critical
 perspective but also applies it as a target for overcoming and implementing teaching strategies. Lastly,
 concerning the compatibility issue between granting individuals the freedom to choose values and
 establishing the universality of value judgment the values analysis theory applies to teaching strategies
 the possibility that both aspects can be pursued and implemented simultaneously, rather than being
 mutually exclusive.
 Conclusion: It cannot be denied that in the classroom, the act of judging and deciding values is
 given to students. The crucial point is to consider how the results of individual judgments can be
 universally accepted and to understand values education in the discourse of practice beyond the
 discourse of explanation.