Earticle

초록

영어

This paper deals with the character education through narratives from the perspective of narratology. Although cognitive science is associated with mechanical technologies that seem unliterary, the central issues for cognitive science are in fact the issues of the narrative mind because most of our experience, our knowledge, and our thinking is organized as stories. In this sense, narratives play an essential role in one’s personality formation and mental development. There are three methods in the narrative moral education: traditional narrative moral education, formal narrative moral education, and ordinary narrative moral education. On the other hand, there are also three other narrative moral education methods: contents centered moral education, process centered moral education, and reflection centered moral education method. From the perspective of narratology, there is a concrete narrative level of text and three abstract narrative levels of story, narration, and textuality. While the traditional narrative moral education and the content-centered moral education are related to the narrative level of story, the formal narrative moral education and the process-centered moral education are associated with the narration level of the narrative. The ordinary narrative moral education and the reflection centered moral education can correlate with the level of textuality. This paper, therefore, shows how narratives play a role in character education, and how the main components of the narrative levels can used effectively for that.

목차

1. 들어가며
 2. 서사학의 관점에서 본 내러티브의 인성교육적 효용성
 3. 내러티브 도덕교육의 실천 양태
 4. 서사학의 관점에서 본 내러티브 인성교육의 3가지 방법과 그 통합
 5. 맺음말
 인용문헌
 Abstract

저자

• 이민용 [ Min-Yong Lee | 강원대학교 ]

참고문헌