도덕심리학의 전통과 새로운 동향

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도덕심리학은 도덕이 한 인간의 내면에 형성되는 과정을 중심으로 그것이 어떻게 발달하는가에 관심을 갖는, 비교적 최근에 독립한 학문분야이다. 이 도덕심리학은 심리학의 한 분야이기도 하지만, 그때 도덕이 무엇인지를 문제 삼아야만 한다는 점에서 윤리학과도 긴밀하게 연결되어 있는 학문이다.
우리 한국도덕윤리과교육학회 구성원들은 2016년 연차학술대회를 도덕심리학의 새로운 동향을 주체적인 시각으로 점검해보는 장으로 만들어보자는 데 마음을 모았다. 이러한 동향을 앞서서 쫓아가고 있는 신진 연구자들과 도덕심리학에 지속적인 관심을 보여 온 중진 연구자들이 함께 참여함으로써 도덕과교육(道德科敎育)의 바른 전승과 변화를 동시에 추구하고자 했다.
그러면서 또 하나 중심에 두고자 한 것은 도덕심리학의 동양적 전통에 대한 유의이다. 현대적 의미의 도덕심리학은 주로 20세기 이후에 등장한 것이지만, 인간의 본성에 선함이 내재해 있다는 맹자의 생각이나 모든 인간에게 불성(佛性)이 있다는 불교의 관점은 그 자체로 전통적 의미의 도덕심리학에 속한다. 특히 동양 전통은 이런 전제를 수양(修養) 또는 수행(修行)을 통해 삶 속에서 구현할 수 있을 때라야 온전한 인간이 될 수 있다는 교육적 맥락을 강하게 지니고 있다는 점에서 도덕심리학과 도덕교육 사이의 깊은 연관성에 주목한 전통이라는 해석이 가능하다.

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제1부 도덕심리학의 새로운 동향
제1장 도덕심리학의 새로운 동향과 도덕교육······································13
1. 서론 ············································································13
2. 이전의 도덕심리학 연구 개관 ················································15
3. 최근의 도덕심리학 연구 동향 ················································31
4. 도덕교육의 방향과 과제 ·······················································50
5. 결론 ············································································54
∙ 참고문헌 ·········································································57

제2장 조너선 하이트(J. Haidt) 도덕심리이론의 도덕교육적 이해···············61
1. 서론 ············································································61
2. 도덕심리학의 세 원칙에 대한 비판적 검토 ···································63
3. 하이트 도덕심리이론의 도덕교육적 기여와 한계 ·····························68
4. 맺음말: 하이트 도덕심리이론의 한계를 넘어 ·································74
∙ 참고문헌 ·········································································77

제3장 D. 나바이스의 도덕교육·······················································81
1. 서론 ············································································81
2. 4-구성요소 모형의 개발 ······················································84
3. 인격교육과 4-구성요소 ·······················································95
4. 삼층윤리이론과 마음챙김 도덕교육 ··········································110
5. 후생유전학과 발달윤리생태적 실천 ··········································128
6. 결론 ···········································································140
∙ 참고문헌 ·······································································145

제4장 도덕에 관한 신경과학의 연구와 도덕교육··································151
1. 서론 ···········································································151
2. 신경윤리학의 등장과 두 흐름 ················································153
3. 몸과 마음에 관한 신경과학의 접근 ··········································157
4. 트롤리론과 이중처리 도덕심리학 ············································164
5. 신경윤리학 연구의 도덕교육적 의의와 과제 ·································172
6. 결론 ···········································································178
∙ 참고문헌 ·······································································182

제5장 아리스토텔레스 도덕심리학의 도덕발달론적 관점의 이해···············187
1. 서론 ···········································································187
2. 아리스토텔레스의 도덕심리학 ···············································189
3. 아리스토텔레스의 덕윤리에 대한 상황주의자들의 비판과 그 대응 ··········192
4. 아크라시아(의지의 나약)와 무지에 대한 소크라테스와 아리스토텔레스의 관점···· 195
5. 아리스토텔레스의 덕의 발달 ·················································197
6. 결론을 대신하여: 덕의 발달적 관점이 주는 함의 ···························206
∙ 참고문헌 ·······································································209

제6장 긍정심리학의 쟁점과 도덕교육적 함의······································211
1. 서론 ···········································································211
2. 긍정심리학에서의 행복과 인성강점 ··········································213
3. 긍정심리학에 대한 비판과 대응 ·············································222
4. 긍정심리학의 도덕교육에의 시사점: 인성과 행복에 대한 과학적 연구·········233
5. 결론 ···········································································241
∙ 참고문헌 ·······································································243

제2부 도덕심리학의 동양적 전통과 해석
제1장 도덕심리학의 유학적 해석 1: 선진 유교, 주자학·························249
1. 주제와 연구 방법 ·····························································249
2. 연구 현황 및 동향 ···························································252
3. 또 다른 가능성 ·······························································258
4. 도덕심리학의 연구 과제 ····················································281
∙ 참고문헌 ·······································································286

제2장 도덕 심리학의 유학적 해석 2: 양명학······································289
1. 서론 ···········································································289
2. 직관주의의 관점을 통해 본 정제두의 양지 ··································291
3. 사회적 직관주의에 대한 정제두 양지의 시사점 ·····························303
4. 결론 ···········································································320
∙ 참고문헌 ·······································································322

제3장 자연화된 불교와 도덕심리학················································325
1. 머리말 ·········································································325
2. 최소한의 심리적 실재론과 철학적 심리학 ···································327
3. 불교의 철학적 심리학과 자연화된 불교 ·····································333
4. 자연화된 불교의 도덕 심리학적 의의-도덕적 동기 및 동기화 문제를 중심으로·······345
5. 결론 ···········································································350
∙ 참고문헌 ·······································································352

제4장 초기불교에서 마음의 구조와 붓다의 정서교육·····························353
1. 머리말: 정서교육담론과 불교적 대안 ········································353
2. 초기불교에서 삶의 목적과 마음의 구조 ·····································357
3. 붓다 정서교육의 목표와 내용 ················································362
4. 붓다 정서교육의 방법과 효과 ················································367
5. 붓다 정서교육의 도덕교육적 의미 ···········································376
6. 맺음말 ········································································382
∙ 참고문헌 ·······································································384

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1부
1장 춘천교육대학교 윤리교육과 교수 추병완
2장 서울대학교 윤리교육과 교수 정창우, 서울대학교 윤리교육과 박사과정 석자춘
3장 경성대학교 윤리교육과 교수 박장호
4장 경북대학교 윤리교육과 교수 이정렬, 한국교원대학교 강사 김동창
5장 서울교육대학교 윤리교육과 교수 이인재
6장 서울대학교 교육종합원 인성교육연구센터 연구원 손경원
2부
1장 춘천교육대학교 윤리교육과 교수 이경무
2장 안동대학교 윤리교육과 교수 김민재
3장 한국교원대학교 윤리교육과 교수 박병기, 한국교원대학교 윤리교육과 박사과정 이슬비
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