목차
Ⅰ. 서 론
1. 연구 의의 및 목적
2. 연구 방법
3. 문제 제기
Ⅱ. 교육기회의 균등성 보장과 윤리성
1. 법과 윤리
2. 사실과 가치
Ⅲ. 도덕철학에서의 원리중심 윤리이론
1. 결과론적 입장
2. 동기론적 입장
Ⅳ. 결 론
참고문헌
영문초록
1. 연구 의의 및 목적
2. 연구 방법
3. 문제 제기
Ⅱ. 교육기회의 균등성 보장과 윤리성
1. 법과 윤리
2. 사실과 가치
Ⅲ. 도덕철학에서의 원리중심 윤리이론
1. 결과론적 입장
2. 동기론적 입장
Ⅳ. 결 론
참고문헌
영문초록
본문내용
Princeton, NJ: Princeton University Press.
Hart, H.(1961). The Concept of Law. London: oxford University Press.
Howe, K.(1986). A conceptual basis for ethics in teacher education. Journal of Teacher Education, 37(3), 5-12.
Howe, K. & Miramontes, O. B.(1991). A framework for ethical deliberation in special education. The Jounal of Special Education. 25(1), 7-25.
Howe, K. & Miramontes, O. B.(1992). The Ethics of Special Education, NY: Teachers College Press.
Jonsen, A. & Toulmin, S.(1988). The abuse of casuistry. Berkeley: University of California Press.
Kazen, K.(1980). A teacher's view. Exceptional Children, 48, 582.
Kieffer, G. H. (1979). Bioethics: A textbook of issues. Reading, MA: Addison-Wesley.
Pinckney, N.T.(1986). Law and ethics in counseling and psychotherapy: case problems. (Available from the author at P.O. Box 7148, acramento, CA 95826-0848.)
Sandoval, J. & Irvin, M. G.,(1990) Legal and Ethical Issues in the Assessment of Cgildren; Handbook of Psychological and Education Assessment of Children, NY: The Guilford Press.
Steininger, M., Newell, J. and Garcia, L. T.(1984). Ethical issues in psychology. Homewood, IL : Dorsey Press.
Strahan, R. & Turner, C.(1987). The courts and the schools. NY:Longman.
Strike, K.A. & Soltis, J.F.(1985). The Ethics of Teaching. NY: Teachers College Press.
Taylor, P.W.(1975). Principles of Ethics. 김영진,역(1985). 윤리학의 기본원리, 서울:서광사.
ABSTRACT
Min, Chun - Sik
(Deagu Sun Myung Special School)
The purpose of this study is to provide characterizations of the kinds of perspectives that go into a general framework for ethical deliberation and then uses that framework to characterize the special role-related obligations that help define the ethics of special education. In other to do this task, An extended example of the case method is used as the point of departure for the discussion.
The conclusions which are drawn from the discussions reviewed are as follows:
First, the law and ethics cannot be totally separated. neither can they be reduced to one another. In most cases, the legal thing to do will also be the ethical thing to do. But this will not always be so, because laws and regulations may be defective from an ethical point of view. Furthermore, because laws and regulations are unavoidably general, or "open-textured", particular cases frequently require ethical deliberration to fill in the gaps. Moreover, facts and values are related that a host of important educational concepts have both descrive and evaluative uses.
Second, there are two basic types of principle-based ethical theories: consequentialism and nonconsequentialism. Consequentialism is the view that the rightness or wrongness of a given action should be judged in term of its consequences. But, a related problem with nonconsequentialism is that principles may be difficult to apply, even when they are not in conflict with one another. Thus, nonconsequentialist insiste on apply independent of the consequences with respect to maximizing the good.
Hart, H.(1961). The Concept of Law. London: oxford University Press.
Howe, K.(1986). A conceptual basis for ethics in teacher education. Journal of Teacher Education, 37(3), 5-12.
Howe, K. & Miramontes, O. B.(1991). A framework for ethical deliberation in special education. The Jounal of Special Education. 25(1), 7-25.
Howe, K. & Miramontes, O. B.(1992). The Ethics of Special Education, NY: Teachers College Press.
Jonsen, A. & Toulmin, S.(1988). The abuse of casuistry. Berkeley: University of California Press.
Kazen, K.(1980). A teacher's view. Exceptional Children, 48, 582.
Kieffer, G. H. (1979). Bioethics: A textbook of issues. Reading, MA: Addison-Wesley.
Pinckney, N.T.(1986). Law and ethics in counseling and psychotherapy: case problems. (Available from the author at P.O. Box 7148, acramento, CA 95826-0848.)
Sandoval, J. & Irvin, M. G.,(1990) Legal and Ethical Issues in the Assessment of Cgildren; Handbook of Psychological and Education Assessment of Children, NY: The Guilford Press.
Steininger, M., Newell, J. and Garcia, L. T.(1984). Ethical issues in psychology. Homewood, IL : Dorsey Press.
Strahan, R. & Turner, C.(1987). The courts and the schools. NY:Longman.
Strike, K.A. & Soltis, J.F.(1985). The Ethics of Teaching. NY: Teachers College Press.
Taylor, P.W.(1975). Principles of Ethics. 김영진,역(1985). 윤리학의 기본원리, 서울:서광사.
ABSTRACT
Min, Chun - Sik
(Deagu Sun Myung Special School)
The purpose of this study is to provide characterizations of the kinds of perspectives that go into a general framework for ethical deliberation and then uses that framework to characterize the special role-related obligations that help define the ethics of special education. In other to do this task, An extended example of the case method is used as the point of departure for the discussion.
The conclusions which are drawn from the discussions reviewed are as follows:
First, the law and ethics cannot be totally separated. neither can they be reduced to one another. In most cases, the legal thing to do will also be the ethical thing to do. But this will not always be so, because laws and regulations may be defective from an ethical point of view. Furthermore, because laws and regulations are unavoidably general, or "open-textured", particular cases frequently require ethical deliberration to fill in the gaps. Moreover, facts and values are related that a host of important educational concepts have both descrive and evaluative uses.
Second, there are two basic types of principle-based ethical theories: consequentialism and nonconsequentialism. Consequentialism is the view that the rightness or wrongness of a given action should be judged in term of its consequences. But, a related problem with nonconsequentialism is that principles may be difficult to apply, even when they are not in conflict with one another. Thus, nonconsequentialist insiste on apply independent of the consequences with respect to maximizing the good.
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