| Character education and moral education in universities |
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Kyung-Nam Hong |
| 대학 인성 교육과 도덕윤리 교육 |
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홍경남 |
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| Abstract |
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The moral education in universities should be made to heighten the students’ self respect based on self-imposed or self-regulated reflection. For this purpose, it is required to educate not by instructing rules or values to the students, but helping them to create their own values. This makes it possible to sustain essential human values in highly volatile future societies. In this respect, the character education which fosters passivity of the students so as to produce adaptive persons is not suitable for the university-leveled morality. The Deweyan dramatic rehearsal exhibits a typical pedagogic mode of moral imagination as a source of value creation under the classroom environments. The drama component refers to the contextual aspect of morality, and the rehearsal is adopted in that the possible results of decisions or actions could be repeatedly tested without suffering their practical damages or losses. With the dramatic rehearsal in classrooms, students might be richly aware of complex relations and effects of various beliefs, decisions, choices and actions. The education of sympathy being another face of moral imagination may be made by way of using literary works, as proposed by Martha Nussbaum. The literature embodies many ways of living so that readers could indirectly undergo the experiential worlds of others. Any works capable of experiencing other lives or cultures may be utilized for the sympathetic education. It should be noted that the imaginative reflective morality could be cultivated only in the soil of autonomous self-liberating minds. |
| Key Words:
character education, moral education, moral imagination, dramatic rehearsal, John Dewey, Nussbaum |
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