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The goal of this study is to suggest the possibility of Christian moral education learned from Macintyre's communitarian education. This study also is to clarify the concepts of 'narrative-self' and 'practice' which can be a motive power of both our society and Christian community.
First of all, the notion of narrative-self can be defined as selfhood due to story-telling animal, solidarity and interdependence. In addition, I agree with MacIntyre's idea of practice involved in inner-reflection, openness, and the question of what the good is.
Secondly, I stressed that the possibility of Christian moral education is to learn how to compare different values and virtues, and to solve the conflicts between different ideas regarding social roles and Christian values.
Thirdly, this study is to manifest the importance of Christian moral education For example, both narratives and storytelling are one of the ways to nurture critical thinking and self-reflection based on moral imagination and comparability.
Furthermore, communitarian education is to help people compose one-selves, to have common reference, and to improve the ability of participation and communication to public discourse.
I have concluded that we are able to teach and learn moral imagination in order to encourage young people to participate in moral conflict situations.
I believe that there are always undecidable circumstances which young people face everyday life. In this sense, the idea of both 'narrative-self' and 'practice' due to MacIntyre's communitarian characteristics can nurture young people's virtues and develop their moral imagination.
Christian moral education involves not only nurturing the significance of social roles, but also moral imagination resulting to the education of critical thinking and the ethics of care.
First of all, the notion of narrative-self can be defined as selfhood due to story-telling animal, solidarity and interdependence. In addition, I agree with MacIntyre's idea of practice involved in inner-reflection, openness, and the question of what the good is.
Secondly, I stressed that the possibility of Christian moral education is to learn how to compare different values and virtues, and to solve the conflicts between different ideas regarding social roles and Christian values.
Thirdly, this study is to manifest the importance of Christian moral education For example, both narratives and storytelling are one of the ways to nurture critical thinking and self-reflection based on moral imagination and comparability.
Furthermore, communitarian education is to help people compose one-selves, to have common reference, and to improve the ability of participation and communication to public discourse.
I have concluded that we are able to teach and learn moral imagination in order to encourage young people to participate in moral conflict situations.
I believe that there are always undecidable circumstances which young people face everyday life. In this sense, the idea of both 'narrative-self' and 'practice' due to MacIntyre's communitarian characteristics can nurture young people's virtues and develop their moral imagination.
Christian moral education involves not only nurturing the significance of social roles, but also moral imagination resulting to the education of critical thinking and the ethics of care.
목차
Ⅰ. 들어가는 말
Ⅱ. 맥킨타이어의 공동체주의 철학
Ⅲ. 맥킨타이어의 ‘서사적 자아‘와 ‘실천‘ 개념의 교육적 의의
Ⅳ. ‘서사적 자아‘와 ‘실천‘ 개념을 통해서 본 기독교 도덕교육의 가능성
Ⅴ. 나오는 말
참고문헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2012-235-004148972