ScholarWorks@숙명여자대학교

초록

The concept, goal, and contents of peace education are not yet succinctly established. A part of the reason is that there has been little attention toward articulating a philosophical framework for peace education. Focusing on a wide range of differences and conflicts in a multicultural society, this paper intends: to present the tasks of peace education; to address the validity of virtue ethics as a philosophical framework of peace education; to draw out those features of peace education based on virtue ethics; and to suggest some directions by which it can be effectively implemented both in and out of schools. The tasks of peace education renewed in a multicultural society are: to expand its scope from negative peace to positive one; to level up its objective from the minimalist notion of peace to the maximalist one; to define itself as the communicative process of exploring peace; and to refine the process that fosters knowledge, attitude, and skills relevant to peace. Virtue ethics is more conducive than duty ethics to the collaborative pursuit of peace. Those characteristic features of peace education informed by virtue ethics are: communicative endeavor for forging peace as the common good; enhancement of cultural peace in the constitutive community; respect of differences and encouragement of self-reflection; and formation of practical knowledge through ongoing social practices. These features would work to orchestrate more viable mode of peace education.

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