• 한국디지털정책학회:학술대회논문집
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• 2006.06a
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• pp.363-375
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• 2006

본 연구에서는 청소년들을 대상으로 정의적 특성으로 분류해 온 도덕성의 성격과 발달 수준을 찾아 이를 기초하여 학생들의 자기 이해를 돕고 정의적 성숙을 가져올 수 있게 하는 자기 평가식 도덕성검사를 Kohlberg의 도덕성 발달 수준을 기반으로 한 온라인 도덕성 검사 시스템을 설계 및 구현하는 방법을 연구하였다. 구현된 시스템을 이용하여 학생들 스스로 자신의 도덕성을 진단하고 평가하여 자기중심성으로 부터 벗어나 협동과 상호존중의 관계를 지향할 수 있는 학생이 되도록 하는 것이 이 연구의 주요한 목적이다. 본 연구에서 설계하고 구현한 도덕성검사 시스템이 성공적으로 적용된다면 검사와 검사의 결과에 대한 진로안내가 한 시스템 내에서 이루어지기 때문에 학생들의 진로지도에 대한 효율적인 성과를 가져올 수 있을 것이며, 또한 쉽고 빠른 검사로 인해 지필검사를 통해 실시하는 것보다 훨씬 경제적인 효과를 올릴 수 있을 것이다.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.130-139
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• 2003

In elementary moral education, performance assessment should be conducted in both cognitive, affective, and behavioral domains in harmony. The present study attempts to consider the features of performance assessment in elementary moral education; classify them by the types of assessment, and; implement and apply the web-based performance assessment system, in which teachers, students, and parents all participate. The development of this web-based performance assessment system for elementary moral education allowed the students to carry out the performance assessment process by themselves and to see the result no matter when and where they are. The students became interested in their own behavior, and the parents got to have a broader range of understanding for their children by participating in personal in the assessment procedure. The parents also realized that home guidance for their children's life habits became pretty easy. It is expected that the performance assessment system carried out based on the collaboration between the school and the family will be helpful in applying the contents of the moral subject studied at school and the relevant knowledge and skills to the actual life outside the school.

• Journal of Ethics
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• no.84
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• pp.217-242
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• 2012

This essay aims to explore the importance of ethics education in Korean multicultural society. In 2011, it is reported by the Ministry of Education, Science and Technology that the final goal of Korean multicultural ethics education is to establish the foundations of National identity and of moral values in general. It might be a ideological tool, however, that can suppress the minority in Korea. In that sense, an orientation of ethics education in Korean multicultural society is basically to consider all moral agents in ethics. To give any solution, therefore, an attention will be paid to the notions of emotion and the likeness of moral fibre. Most important is that we have certain emotions which are in society beyond individual feelings. It is the only ethical subject and existence who we can have them. In that point, having them enables us to make any decision on the ground of moral values. By the quality of the likeness of moral fibre, furthermore, we can recognize and exercise moral values together without any difference in multicultural society. This makes sense of an identity as a Korean. Therefore, having emotions is helpful in taking the moral foundations of Korean multicultural society and the self-recognition of a Korean in the sense of the likeness of moral fibre give an ethical direction to us, the Korean multicultural society of ethical culture in the future.

• Journal of Korean Philosophical Society
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• no.114
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• pp.27-51
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• 2016

According to Kant, morality is an institution that preserves and promotes humanity. However, some pathologies can be found in morality. Nietzsche is the one who severely criticized pathologies of morality, especially in terms of the phenomenon of "self-deception". Those who support Kantian tradition, can also learn from Nietzsche's criticism. But they regard "respect" as the fundamental moral attitude. This is different from Nietzsche's "pathos of distance", which is based on disrespect and contempt.

• Korean Journal of Culture and Social Issue
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• v.25 no.2
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• pp.137-155
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• 2019

The present study investigated the relationships between autistic trait and socio-moral judgments. We used Autism Spectrum Quotient, a moral judgment task in which participants needed to consider both the intention and outcomes of a person's actions, a moral judgment task in which participants were asked to evaluate a person's utilitarian choices in moral dilemmas, and Moral Foundations Questionnaire. Autistic traits were negatively correlated with blame for failed attempts to harm others, suggesting that higher autistic traits were associated with difficulty in considering intentions in moral judgments. Also, higher autistic traits were associated with higher endorsement of utilitarian option on personal moral dilemmas, and lower endorsement for no-harm principle of moral foundations. These correlations were confirmed as group differences between high autistic-trait group (AQ >= 26) and a low autistic-trait group (AQ < 26). Our findings suggest that individuals with high autistic trait may have difficulty in considering others' intentions and show lower sensitivity to no-harm principle in moral judgment tasks.

• Proceedings of The KACE
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• 2018.01a
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• pp.25-28
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• 2018

정보통신 기술의 발달로 정보윤리교육은 더 강조되고 있지만 청소년의 사이버 폭력, 저작권 침해 등 역기능 노출 현황은 전혀 줄어들고 있지 않다. 그 원인 중 하나는 "안다"는 도덕적 인지와 "실천한다"의 도덕적 행동이 불일치한 것으로 볼 수 있으며, 도덕적 인지가 도덕적 행동으로 이어지지 않는 문제점을 해결해야 한다. 또한 2015개정교육과정의 등장으로 SW교육의 중요성이 대두되었지만 여전히 교육 시수는 부족하여 정보윤리교육은 상대적으로 소홀해질 가능성이 높다. 이에 본 논문에서는 선행 연구들을 분석하여 실천력을 강화시킬 수 있는 전략들을 살펴보고 정보윤리의식과 컴퓨팅사고력을 동시에 향상시킬 수 있도록 교육용프로그래밍언어와 정보윤리교육을 연계하여 정보윤리 실천력을 강화시킬 수 있는 EPL기반 정보윤리 교육프로그램을 개발하였다.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.11-19
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• 2014

Presently the instructional model for internet ethics education is modeled after the integrated morality. The model is based on the assumption that ethical awareness will lead to ethical activities which is based on the theory that cognition is correlated to the behavioral domains. But the side effects of the information society in the cyber space increased even when the education for the awareness of ethics in the cyber space has been taught more aggressively than before. In this study, the relation of the cognition for information ethics and the ethical behavior in the cyber space was analyzed in order to find out the implications for the effective internet ethics education model. The tools used are the 'DIT (Defining Issues Test)' to measure the behavioral ability in the physical world, the Information Ethics Judgment to measure the behavioral ability in the cyber space, and the self diagnostic tool of 'Internet ethics awareness' to measure the level of cognitive knowledge for internet ethics. The correlation of three measures was analyzed. The results were college students' levels of ethics from three tools from are considerably low. Moral judgement and information ethics judgement were not correlated which means that the behavior in the physical world was not necessarily correlated to the behavior in the cyber space. The three measurements were not statistically significantly correlated. Therefore the cognitive awareness for the information ethics were not necessarily correlated to the ethical behavior in the cyber space. Ethical cognition and the moral behavior need to be taught with equal emphasis as they do not have strong correlation.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.1-13
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• 2013

Every big online security breach seems to end in a big lecture. Thus, although a predominant weakness in properly securing information assets is the individual user within an organization, much of the focus of extant security research is on technical issues. The purpose of this study is to explain why insiders breach security policy by applying the moral disengagement theory. There are no consistent, widely accepted theories or theoretical frameworks in the literatures as to why insiders breach of information security, and therefore no clear, effective guidance on what to do to prevent employees from violating information security policy in organization. To do this, we theorize that moral disengagement may play a mediating role connecting stable individual differences to intention to breach security policy, because of some of the individual differences. We found that policy awareness and perceived punishment have a negatively significant effect on moral disengagement. However, negative affectivity has a positively significant influence on moral disengagement. Furthermore, moral disengagement has a positive effect on intention to breach security policy. Conclusions and implications are discussed.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.19-32
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• 2013

The purpose of this paper is to find an answer why employees in organization violate the organizational information security policy. To do this, this study is rooted in the moral disengagment theory. This study found that moral belief and perceived sanction have an effect on security policy violation. However, if moral disengagement is involved in the research model, perceived sanction is not significant. Finally, SETA, moral belief, and perceived sanction have a negative effect on moral disengagement, which in turn moral disengagement influences positively the security policy violation. The conclusions and implications are discussed.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.