The Implication and Utilization of Corrective and Restorative Concept of Justice in ‘Integrated Social Studies’ -with Emphasis on the view of justice in Aristotle and Jeremy Bentham-

Abstract

this paper aims to explore the conceptions of particular justice in Aristotle and of punishment in Bentham, and to make attempt to utilize them a new subject ‘Integrated Social Studies’ in 2015 revised curriculum. In voluntary actions between two parties, in Aristotle’s view, the most important is to keep any balance of the relation by following the proportion of each qualification, by modifying inequality in results, or by exchanging each need in the context of reciprocity. Concerning the maximization of general happiness and the justice of community in Bentham, more appreciable is his notion and idea of punishment and moral restoration. Basically, he defines punishment in itself as mischief and evil, because any general law in the community has the object of increasing happiness. The only case that punishment is necessary is absolutely to eliminate the wrong and evil in the community. In particular, he intends to pursue the moral restoration and return of wrongdoers to the community by punishment. By the process of the meaning of justice[10ISS06-01] in ‘Integrated Social Studies’, it is supplemented by corrective and restorative conception of justice in both. Concretely, the explanation of the achievement standard of ‘the meaning of justice’ is taken in the substantial contexts of achievement, performance, and need. In applying particular and restorative conceptions of justice to the section, for example, the material to be used in the class has the contexts of arithmetic, geometrical and reciprocal mean, and of moral return to the community as the producer of the happiness