한국윤리교육학회

Understanding by design was started based on the awareness of the need for design for true ‘understanding’. To this end, it selects core tasks after considering above anything else what the learning result to be reached is when designing a class. Hence it is called backward design. Understanding by design attempts understanding related to life through procedural knowledge, and presents the lesson design process clearly through templates. For this reason, it has the advantage of showing how the teacher-level curriculum reorganization can be achieved. On the other hand, understanding by design has the following limitations in the application of moral education. First of all, some aspects of the understanding by design do not fit well with the moral education that deals with values and virtues that are open to various paths of inquiry. In other words, for a class that goes beyond exploring moral phenomena to reflect on inner morality and cultivate the will to practice in life, more than the process of exploring knowledge and concepts is needed. Also, since the backward design method is structured around the result of performance task, factors that do not appear as acceptable evidences after class is over are more likely to be excluded. This is inconsistent with the direction of moral education, which sets the goal of cultivating morality; rather, there is even a possibility that the design will proceed centered on the assessment evidence that can be easily confirmed in the moral education lesson.