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The purpose of this study is to seek implications about the approach methods of moral education through Vygotsky' Inner Speech. Up to the sixth curriculum, moral education was initiated by autonomist approach which was developed for the pursuit of autonomy. However, this approach is criticized by virtues-oriented educators. They argue that the pursuit of autonomy destroys the ties of community and would bring about the morally fragmented society by ignoring socio-cultural contexts in the end. According to this criticism, The moral curriculum of the seventh is initiated by traditional virtues approach. This approach focuses on socio-cultural perspective and moral socialization. According to this perspective, this study notes the socio-cultural perspective of Vygotsky. Vygotsky argues that the higher psychological function has origin of the socio-cultural contexts. Because the higher psychological function includes the moral function, the moral function has also origin of the socio-cultural contexts. This means that moral function as socio-cultural base is related with the process of the socio-cultural internalization for the development of moral function. The sign, specially speech, makes a important role for the mediation of internalization. Therefore A moral action is the action mediated by speech. In this perspective, Vygotsky tried to identify the relation of internalization through analysis on the relation between thought and speech. Unlike Piajet, Vygotsky tries to seek the cognitive development of child through transformation into inner speech of external speech. He argues that the development of thought proceeds not to society from individual but to individual from society. In this respect, inner speech provides the only criterion of thinking development and explains how to transform to the intra-psychological process from inter- psychological process. he also argues that whereas the primary psychological function is directed by control of circumstance the higher psychological function is directed by self-regulation. The formation of inner speech as the higher psychological function means the ability of self-regulation and inner speech as moral function conducts the role as inner dialogue for moral judgment. Therefore, Inner speech as inner moral dialogue plays a important role self-regulation for action. That is, when one is faced with moral dilemma inner speech as inner moral dialogue regulates self-action through inner dialogue. From this Vygotsky's perspective, moral education needs to note the process which is internalized the higher psychological function and must be concern with the efficient methods for its approach. Vygotsky' Inner Speech suggests that the development of moral function lies in moral socialization and self-constructive ability through communicative dialogue. In this point, if moral education would concern with self-constructive perspective through communicative dialogue it could help to resolve the current problems of moral education.

한국어

제 7차 도덕과 교육과정은 자율론적 접근의 대안으로 덕목교육을 강조하고, 도덕 사회화를 도모하는 인격(덕)교육적 접근이 주도한다. 이러한 관점에서 본 연구는 비고츠키의 사회문화적 관점, 특히 내적언어에 주목하고, 여기에 함의된 도덕교육적 접근에 관한 사사점을 찾아보고자 한다. 비고츠키는 도덕적 기능을 포함하는 고등정신기능의 기원을 사회문화적 맥락에 둔다. 그리고 고등정신기능의 발달을 위해 사회문화의 내면화과정에 관심을 기울이고, 사회문화의 내면화과정에서 언어의 매개적 역할을 중시한다. 이러한 시각에서 도덕적 행위는 언어에 의해 매개된 행위이다. 그는 언어와 사고 사이의 관계분석을 통해 내면화 관계를 규명하고, 사고의 발달은 사회로부터 개인으로 즉, 개인간 심리과정(외적언어)으로부터 개인내 심리과정(내적언어)을 진행한다고 주장한다. 그리고 기본정신기능이 환경의 통제에 의해 인도되는 반면에, 고등정신기능은 자기규제에 의해 인도된다고 주장한다. 따라서 고등정신기능으로서 내적언어의 형성은 자기규제능력을 의미하며, 도덕적 기능으로서 내적언어는 도덕행위를 위한 내적인 도덕적 대화로서 역할을 한다. 내적 도덕적 대화로서의 내적언어는 행동을 위한 자기규제역할을 수행한다. 이러한 점에서 도덕적 기능의 발달을 위해 도덕과 교육은 도덕사회화의 토대 위에서 의사소통적 대화를 통한 자기구성적 능력을 함양하는 접근방식을 견지해야 할 것이다.

키워드

사회문화적 관점 고등정신기능 도덕사회화 내면화 외적언어 사적언어 내적언어 개인간(개인내)심리과정 내적인 도덕적 대화 자기규제 의사소통적 대화 socio-cultural perspective higher psychological function moral socialization external speech private speech inner speech inter(intra)psychological process inner moral dialogue self-regulation communicative dialogue

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