평화는 그 언어, 사상, 종교의 측면에서 보아 역사적으로 발전되어온 개념이다. 도덕과 교육과정은 갈등, 폭력, 문화 다양성, 통일, 마음의 평화(중학교), 소통, 민족 통합, 지구촌 평화, 평화 사상(고등학교) 등의 요소들을 통해 평화교육의 내용을 담고 있다. 다만 현행 교육과정의 내용은 범위 면에서 제한적으로 설정되어 있으며, 계열 또한 인지 발달에 의거하여 재구성될 필요가 있다. 향후 도덕 교과는 평화적 가치 개발의 인성교육 차원에서 접근할 경우 평화교육으로서 자리매김할 수 있을 것이다.
‘Peace’ is a term historically changed in aspects of language, thought, and religion. To recognize the content of peace education in the Moral Studies, we can set up some criteria for the theoretical basis of term, the scope and sequence of contents for peace education. The current curriculum of Moral Studies in the secondary school contains various content elements of peace education. We have need to get a critical discussion of the identity of Moral Studies in relation to peace education, the scope and sequence of content organizing for peace education.
‘Peace’ is a term historically changed in aspects of language, thought, and religion. To recognize the content of peace education in the Moral Studies, we can set up some criteria for the theoretical basis of term, the scope and sequence of contents for peace education. The current curriculum of Moral Studies in the secondary school contains various content elements of peace education. We have need to get a critical discussion of the identity of Moral Studies in relation to peace education, the scope and sequence of content organizing for peace education.