초등 도덕 교육 방향의 새로운 대안으로서 내러티브 정체성 교육의 가능성 탐색

초록

The purpose of this study is to explore the potential of narrative identity in seeking a new direction for moral education in elementary schools. Traditionally, moral education aims to shape students’ desirable character and personality. However, with the complexity of modern society and the diversification of personal identities, concerns have been raised that the existing normative-centered approach is insufficient. Therefore, this study aims to reconstruct the goals of moral education and to understand it anew as a process where each student actively narrates and assigns meaning to their own life. There have been many narrative approaches to moral education, but relatively little new didactic exploration has been done. This study explored the method of narrative identity education based on folk psychology and folk pedagogy, with a focus on culturalism, which represents a significant departure from previous studies. The study’s results confirm that narrative identity plays a crucial role in forming a moral self as students interpret and integrate their life experiences. Through this, the narrative approach is shown to effectively promote moral development by integrating cognition, judgment, and action, while enhancing students' empathy, agency in action, and moral imagination.

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