사회계약과 시민교육: 루소와 롤즈의 사회계약론에 기초한 시민 자질과 교육 모형 분석

초록

This study examines the civic qualities required of participants in the social contract and the obligations that arise thereafter, drawing on the social contract theories of Rousseau and Rawls, and explores the civic education implications of existing educational models. Both theorists share common ground in identifying the qualities needed at the moment of social contracting-starting from a position of freedom and equality, exercising rational self-interest, recognizing empathy and mutual dependence, and possessing general social knowledge-as well as the obligations that follow: voluntary compliance with agreed-upon rules, orientation toward the common good, alignment of duty with self-interest, and mutual respect and cooperation. Using these civic qualities as an evaluative framework, this study examines the educational significance of Kohlberg’s Just Community model, veil-of-ignorance simulations, and Stahl’s Decision Making Episode model, and identifies directions in which each model may be further developed. On this basis, this study proposes five design principles for civic education utilizing the social contract: structuring perspective-taking conditions, connecting rule-making to the obligation of compliance, facilitating deliberation both before and after rule formation, linking historical cases to present-day issues, and centering the cultivation of moral sentiment.

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