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영어

The teacher needs a vision of moral man, some sense of the person as moral actor or agent. So the moral agent is neither raw intellect nor disembodied reasoning but has feelings and behaviors hat play a great part in the moral life. But this affective and behavior component is one that many of us ignore or , at least, underestimate through moral teaching and moral programs. Especially Kohlberg's model assumes that the moral life is primary the result of the development of specific, often abstract moral principals that are capable of being expressed in verbal form. The model derives from Piaget's idea of stages of mental development, and the particular principal of justice incorporated in the system is that of the philosopher Rawls and Kant. In short, this model presents moral development as a process of abstract cognitive development, as a growth in rational competence expressed in increassing sophisticated principles of moral reasoning. But the obiective of ' Moral Education Curriculum' is to make students not only learn moral norms and moral judgments that are needed for a rational solution of moral problems but also cultivate moral dispositions that can systematize and practice the ideals and principles. So teaching and learning programs are understood intergratedly. But there are several problems in the parts of integrated teaching and learnig programs. The intergrated approach to the three sides of morality is persuited not mechanically but dynamically. And teaching and learning programs should not be focused upon superficial ethical knowledge but be focused upon ethical issues and problems in our society. teachers should deal with the affective, behavior domains such as moral values, attitudes and dispositions as well as the cognitive domains such as moral knowledge and judgement. Therefore teaching and learning programs for improving student's affective and behavior domain are necessary to be developed and used.