현대 사회는 고도로 발달한 과학 기술로 인해 급격한 변화를 경험하고 있다. 윤리학은 인간의 바람직한 행위를 규정하는 학문이기 때문에 발달한 과학 기술 속에서 인간의 행위 능력에 따른 옳고 그름의 기준 역시 제시할 수 있어야 한다. 그리고 윤리학을 중심으로 이루어지는 도덕 교육 역시 변화하는 시대에 알맞은 모습을 갖추어야만 한다. 그러나 급격하게 발달한 과학 기술은 도덕 교육을 여러 가지 위기에 봉착하게 만들고 있다. 학교의 도덕 교육의 힘을 빌리지 않더라도 기본적인 도덕적 직관이 이미 인간의 사유 능력 속에 내재하여 있다고 보는 사회적 직관주의, 도덕성을 포함한 인간의 여러 가지 능력들을 유전자 조작이나 약물 치료 등의 방법으로 향상시킬 수 있다고 보는 트랜스 휴머니즘의 논의가 대표적 사례이다. 이런 사례들을 통해 주장되는 도덕 교육 무용론을 극복하고 도덕 교육이 생존하기 위한 방안에 대한 고민이 필요한 시점이다. 과학 기술 시대 속에서 도덕 교육이 생존하고 발전하기 위한 몇 가지 방향을 우리는 거시윤리에서 찾을 수 있다. 아펠의 담론윤리나 요나스의 책임윤리는 도덕 교육이 지향해야 할 이정표를 제안하는 유의미한 이론적 근거라고 할 수 있는데, 이에 대한 고찰을 통해 의사소통적 책임성을 따르는 도덕 교육이 새로운 도덕 교육의 목표가 될 수 있음을 주장하고자 한다.
Modern society is experiencing rapid change due to highly developed science and technology. Since ethics is a discipline that defines desirable behaviors of human beings, it should be able to present the right and wrong criteria according to the ability of human act in developed science and technology. And moral education based on ethics must also be appropriate for a changing age. However, the rapidly developing science and technology is causing moral education to face various crises. The first case is social intuitionism, in which basic moral intuitions are already inherent in human thinking ability, without borrowing the power of school moral education. The second case is transhumanism, which shows that human abilities, including morality, can be improved by genetic manipulations or drug therapies. It is time to overcome the argument that the moral education mentioned through these cases is not effective and to worry about the way to survive moral education. In the era of science and technology, we can find some directions for moral education to survive and develop in macroethics. The discourse ethics of Apel and Jonas' responsibility ethics can be considered as a meaningful rationale suggesting a milestone for moral education. This study suggests that moral education which follows communicative responsibility can be a goal of moral education.
Modern society is experiencing rapid change due to highly developed science and technology. Since ethics is a discipline that defines desirable behaviors of human beings, it should be able to present the right and wrong criteria according to the ability of human act in developed science and technology. And moral education based on ethics must also be appropriate for a changing age. However, the rapidly developing science and technology is causing moral education to face various crises. The first case is social intuitionism, in which basic moral intuitions are already inherent in human thinking ability, without borrowing the power of school moral education. The second case is transhumanism, which shows that human abilities, including morality, can be improved by genetic manipulations or drug therapies. It is time to overcome the argument that the moral education mentioned through these cases is not effective and to worry about the way to survive moral education. In the era of science and technology, we can find some directions for moral education to survive and develop in macroethics. The discourse ethics of Apel and Jonas' responsibility ethics can be considered as a meaningful rationale suggesting a milestone for moral education. This study suggests that moral education which follows communicative responsibility can be a goal of moral education.
