본 논문은 후설과 레비나스의 윤리철학, 즉 윤리학의 배경, 강조하는 인간상, 윤리관의 핵심어들을 고찰하면서 그것이 통합교육 현장에 있는 교사의 특수교육대상자에 대한 윤리적 태도 형성에 주는 시사점을 정리하는 것을 목적으로 하는데, 다음과 같은 내용범위를 가진다: 첫째, 후설 윤리학의 관점에서 특수교육대상자에 대한 교사의 윤리관 형성의 가능성과 그것이 교사에게 주는 의의를 탐색한다. 둘째, 레비나스 윤리학을 바탕으로 특수교육대상자에 대한 교사의 윤리관 형성의 가능성과 그것이 교사에게 주는 의의를 탐색한다. 셋째, 후설과 레비나스 윤리학의 특징적 내용을 요약하고, 그것을 통한 통합교육에서의 교사의 윤리적 책임성을 논한다. 본 논문은 양적으로만 성장하고 있는 우리나라 통합교육의 현실에서 나타나는 부정적 영향을 줄이고, 보다 빠른 시간 안에 통합교육의 성과를 기대할 수 있도록, 일반교사의 윤리성 확보 방안을 주제로 삼았다. 즉, 논자는 교사의 특수교육대상자에 대한 윤리적 태도 형성이 학습자의 인권과 교육권의 보장은 물론이고 통합교육의 올바른 실천을 가장 빨리 꾀할 수 있는 에너지로 본 것이다.

The article aims at describing on teacher's ethics towards student with special educational needs, based on the ethical philosophies of Husserl and Levinas. More specific aims are as followed: First, the basic theories on Husserl's ethics is studied, and some possibilities of building up teacher's ethic is described in the view of Husserl's Ethics. Second, the basic theories on Levinas' ethics is studied, and some possibilities of building up teacher's ethic is described in the view of Levinas' Ethics. Third, the special features of Husserl's and Levinas' ethics is summarized, and based on them, teacher's responsibilities of education for student with special educational needs are discussed. The reason, why the ethics is selected as theme of the article is, that because building up teacher's ethics might be the best and the fastest way of the reducing negative effectives in our educational realities, and actualizing of "right" inclusion it self. That is, teacher's ethics towards students with special educational needs should play a role as one of best practical and powerful energies, on which guarantee not only the human rights of student with special educational needs, but also realizes efficient inclusion in our school system.

The article aims at describing on teacher's ethics towards student with special educational needs, based on the ethical philosophies of Husserl and Levinas. More specific aims are as followed: First, the basic theories on Husserl's ethics is studied, and some possibilities of building up teacher's ethic is described in the view of Husserl's Ethics. Second, the basic theories on Levinas' ethics is studied, and some possibilities of building up teacher's ethic is described in the view of Levinas' Ethics. Third, the special features of Husserl's and Levinas' ethics is summarized, and based on them, teacher's responsibilities of education for student with special educational needs are discussed. The reason, why the ethics is selected as theme of the article is, that because building up teacher's ethics might be the best and the fastest way of the reducing negative effectives in our educational realities, and actualizing of "right" inclusion it self. That is, teacher's ethics towards students with special educational needs should play a role as one of best practical and powerful energies, on which guarantee not only the human rights of student with special educational needs, but also realizes efficient inclusion in our school system.

Husserl, Levinas, Ethics, Inclusion, Teacher's ethics.