도덕교육에 있어서 습관과 자율성의 관계 : Locke를 중심으로

The present study is an re-examination of the relationship of habituation and autonomy in Locke's thoughts on moral education.

Locke put an emphasis on habituation as a method of moral education. This is unusual, because, in moral education, autonomy has been prior to habituation for a long time. It has been widely accepted that children should think and do right things based upon their own decision. On the contrary, habituation implies passive attitude of children. Habituation and autonomy, therefore, are in very opposite places.

However, more closer look at Locke's epistemology provides a different interpretation.

Habituation in Locke's theory of education is reinterpreted as an practical way of teaching children who are not expected to have their autonomy yet. His idea of habit was contrary to that of widely perceived in educational theory, which put habit on the right opposite side of autonomy. Locke gave emphasis on habituation because it could help children practice to be abstained of their desires and make use of their rational thinking. In Locke's ideas, habituation was not contrary to autonomy at all. Rather, habituation can be used an invitation to autonomy.