Earticle

This paper summarizes the problems of our lives into four categories: "lack of reflection on life," "lack of a sense of practicing goodness," "lack of subjectivity," and "human crisis." And we discuss the tasks of ethics education to overcome these problems. Ethical education takes as its core the reflection on the value of life based on subjective self-awakening and the realization of meaning in life through the practice of good values. The essence of ethical education is reflection on the value of life and the realization of a meaningful life based on subjective self-awakening. So great innovation is needed to overcome the problems we face in life and realize the essence of ethical education. High school ethics education, which focuses on college entrance exams, must change, and university ethics education, which focuses on teacher certification exams, must also change. To achieve this, changes in ethics education content and education system, as well as individual efforts by teachers, are necessary. In conclusion, ethics education should be transformed from being centered on ethical knowledge and theory to being centered on strengthening life education and value practice.

This study investigates the educational role of ethics within the framework of the Integrated Social Studies in the College Scholastic Ability Test (CSAT). Using Kohlberg’s theory of moral development, Rest’s Four-Component Model, and the revised Bloom’s taxonomy as analytical criteria, the study examined the 2028 CSAT sample questions and compared them with international cases such as NAEP. The analysis reveals that Integrated Social Studies items encourage factual analysis through multiple sources and contexts, yet remain limited in requiring higher-order reasoning such as value judgment and the generation of alternatives. In contrast, ethics-related items structurally include value evaluation and problem-solving orientations, thus fostering higher-level moral reasoning. These findings imply that the integration of ethics’ evaluative and normative features with the analytical strengths of geography, history, and social studies can substantively realize the interdisciplinary objectives of the curriculum. The study suggests three directions: first, embedding explicit moral conflict structures in test design; second, combining complementary theoretical models to assess both judgment and execution; and third, institutionalizing cross-disciplinary collaboration in item development. This study contributes to clarifying the educational status of ethics in the Integrated Social Studies CSAT and provides practical implications for curriculum design, item construction, and future research on interdisciplinary assessment.

This study examines the status and role of the ethical perspective within the Integrated Social Studies curriculum and analyzes how it can serve as the basis for lesson design. Although Integrated Social Studies addresses temporal, spatial, and social perspectives in a comprehensive manner, the pursuit of genuine educational meaning requires a structure that links facts, values, and practices through ethical reflection. The Socratic and Platonic tradition emphasized an ethical orientation in which knowledge and action are inseparable, guiding true knowledge toward the realization of a virtuous life. This philosophical foundation justifies the necessity for Integrated Social Studies to transcend the exploration of facts and information, extending learners’ thinking to the dimension of values and cultivating moral reflection and practical competencies. As demonstrated through the application cases of the units “Culture and Diversity” and “Globalization and Peace,” the ethical perspective permeates the entire inquiry process, leading learners to recognize social problems in a value-oriented manner, to justify their judgments, and to actively seek feasible solutions. In particular, the structure in which the inquiry of facts develops into value judgments and practical action transforms students’ understanding of social reality into moral reflection and concrete behavior, thereby realizing the value of “learning for life” that education ultimately pursues. Furthermore, the ethical perspective expands Integrated Social Studies into a site of democratic citizenship education. When learners reflect on issues of rights, justice, responsibility, and care throughout the inquiry process, they not only acquire knowledge but also internalize democratic ways of life and habits of social solidarity. Moreover, in addressing global issues such as multicultural conflict, environmental crises, and international disputes, the ethical perspective enables learners to recognize their responsibilities as global citizens committed to a sustainable future. In this sense, Integrated Social Studies must be established not merely as knowledge education but as an educational arena that connects individuals, communities, and the world through ethical reflection and practice. This study reveals that the ethical perspective should not be understood as one of four approaches to interpreting and analyzing social phenomena but as a core principle guiding the entire instructional process. On this basis, Integrated Social Studies can be restructured from a focus limited to knowledge and understanding into a process of holistic growth that encompasses values, attitudes, and practices. The study also holds educational significance by presenting a pedagogical design through which classroom learning extends into students’ lived worlds and their practical participation in society. Future research and practical tasks involve empirically examining how lesson designs grounded in the ethical perspective are implemented in classrooms and how they influence the development of students’ moral competencies. Such work may be expanded through teacher training programs for integrated subjects, the development of diverse instructional materials for classroom application, and the activation of community-linked classes. These efforts will allow Integrated Social Studies to function more dynamically in the classroom, foster learners as proactive agents of change in their lives and communities, and ultimately achieve a genuine educational transformation.

본 발표문은 AI 시대에 도덕·윤리 교사가 핵심적으로 갖추어야 할 전문성 으로 성찰지를 제시하며, 그에 따라 임용고시 평가 기준이 변화해야 할 방 향에 관하여 논한다. 성찰지(성찰적 지혜)가 무엇이며, 그것이 도덕과에서 왜 필요한지에 관하여 살펴본다. 그 후 AI 시대에 성찰지의 중요한 기능적 특성에 대해서 고찰해 본다. 이를 바탕으로 기존 도덕·윤리 교사 임용고시 평가 기준이 예비교사의 성찰지 배양 능력을 중요한 평가 요소로 반영하도 록 변화되어야 함을 주장하며, 그 변화의 방향성에 관하여 제안한다.

This presentation argues that in the AI era, moral and ethics teachers must be equipped with a core professional expertise: reflective wisdom. It first examines what reflective wisdom is and why it is essential in moral education. It then explores the key functional characteristics of reflective wisdom in the context of the AI era. Building on this discussion, the presentation proposes that the current evaluation criteria for the teacher appointment examination should be revised to include the cultivation of reflective wisdom as a crucial assessment factor, and suggests directions for such changes.

The advancement of Artificial Intelligence (AI) technology threatens the position of teachers as mere knowledge transmitters and demands fundamental reflection, especially in moral education, which deals with the human inner world. This paper asserts that the irreplaceable value of human teachers, which algorithms cannot imitate, lies in the education of 'practice'. While AI can efficiently explain ethical theories, it shows clear limitations in guiding the concrete process where students connect knowledge to life. This study analyzes why it is difficult for AI to teach practice from three perspectives. First, it lacks 'empathy,' the core mechanism for prosocial behavior. Second, it is deficient in the 'contextual understanding' and 'practical wisdom' needed to make sound judgments in specific situations. Finally, dependency on and shifting responsibility to AI can deprive learners of opportunities for autonomous reflection and lower their 'self-efficacy,' thereby hindering the development of practical competencies. Based on this analysis, this paper proposes reforms to the Teacher Appointment Examination to cultivate future moral education teachers as 'experts in practical education.' For the first-round written exam, it suggests increasing the proportion of 'application-based questions' that require applying theory to educational settings. For the second-round teaching demonstration, it recommends strengthening 'situation-based evaluations' that present realistic conflict scenarios and evaluations centered on 'questioning skills' that foster student internalization. This study emphasizes that the process of connecting knowledge to life and theory to action is precisely the unique educational value that human teachers must demonstrate in the age of AI.