실용주의 철학의 교육담론 -John Dewey 프래그머티즘 철학의 지성주의 교육담론- > 교육학

이 책은 1995년도 판 <John Dewey의 지성중심 교육철학>을 개정하려고 한다. 먼저 책의 제목부터 <실용주의 철학의 교육담론 John Dewey 프래그머티즘 철학의 지성주의 교육담론 ->으로 바꾼다. 왜냐하면 실용주의 철학을 활용한 삶의 담론을 이야기하고 싶었기 때문이다. 그리고 이 책 이름에 부합되는 목차의 소제목도 바꾼다. 각 장의 첫 부분에는 염두에 두고 읽으면 도움이 될 <논의문제>를 몇 가지 제시하여 독자들이 중요한 포인트를 잃어버리지 않도록 배려한다. 또한 각 장의 제목에 적합한 목차의 구성도 새롭게 재구성한다. 새로운 제목에 알맞는 주제의 논의는 쉬운 말로 수정하도록 노력하며, 이해를 돕기 위해 필요한 그림과 도표도 추가하여 논술한다. 새로운 장으로서는 <실용주의 미학의 예술교육담론> 부분을 독립된 하나의 장으로 추가하여 꾸미려고 한다.
경성대학교 재직당시 도서관장 시절에 사서직원 선생님의 도움으로 Dewey에 관한 연구물을 2010년까지 수집하여 검토할 수 있는 기회를 가지게 되었다. 그 때 조사한 국내 학술지에 게재된 Dewey관련 연구물들과 Dewey에 관한 석, 박사 학위논문들 모두 부록에 첨부하여 놓는다. 그리고 외국학술지에서 게재된 Dewey관련 연구물들도 조사한 부분들만 첨부하여 놓는다.

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제1장 서 론 ············································································································17
1. 연구의 필요성과 목적 ························································································17
2. 연구의 문제와 내용 ····························································································21
3. 선행연구의 검토와 연구방법 ··············································································24

제2장 이성의 대안으로서의 지성 ·········································································31
1. 실용주의 철학의 배경과 지성 ············································································33
2. 과학적 사고로서의 지성 ·····················································································40
3. 반성적 사고로서의 지성 ·····················································································45
4. 사회적 지성의 교육담론 ·····················································································61
5. 교육의 실천적 비판과 시사 ···············································································69

제3장 경험론의 변증법적 성격 ·············································································77
1. 경험철학의 교육담론 ··························································································79
2. Platon의 고대 경험론의 비판 ············································································82
3. Hume의 근대 경험론의 비판 ············································································86
4. Dewey경험론의 변증법적 성격 ·········································································91
5. 교육의 실천적 비판과 시사 ·············································································101

제4장 인간본질의 교육담론 ················································································109
1. 고정된 인간본질과 변화하는 인간본질 ···························································111
2. 충동과 지성의 교육담론 ···················································································116
3. 습관과 지성의 교육담론 ···················································································125
4. 조화주의 인간본질 ····························································································133
5. 교육의 실천적 비판과 시사 ·············································································139

제5장 도덕이론의 교육담론 ················································································145
1. 도덕개념 ············································································································146
2. 도덕이론의 본질 ·······························································································156
3. 도덕교육의 원리 ·······························································································166
4. 도덕교육의 삼위일체 ························································································172
5. 교육의 실천적 비판과 시사 ·············································································177

제6장 실용주의 미학의 예술교육담론 ································································185
1. 실용주의 미학의 예술 교육적 의의 ································································186
2. 실용주의 미학의 연속성 원리 ·········································································190
3. 실용주의 미학의 연속성에 대한 예술교육담론 ··············································199
4. 실용주의 미학의 상호작용 원리 ······································································205
5. 실용주의 미학의 상호작용에 대한 예술교육담론 ···········································213
6. 교육의 실천적 비판과 시사 ·············································································220

제7장 지성적 성장교육론 ····················································································227
1. 성장의 개념 ······································································································228
2. 성장개념의 지성적 의미 ···················································································234
3. 지성적 성장의 교육의 과정 ·············································································244
4. 지성적 성장의 연속성과 평생교육 ··································································247
5. 교육의 실천적 비판과 시사 ·············································································251

제8장 지성주의 교육목적 ····················································································259
1. 교육목적의 개념과 지성 ···················································································260
2. 교육목적론의 비판과 지성 ···············································································275
3. 지성주의 교육목적으로서의 사회적 효율성 ····················································291
4. 교육의 실천적 비판과 시사 ·············································································297

제9장 지성주의 교육내용 ····················································································307
1. 인식론의 연속성 원리 ······················································································309
2. 지성주의 교육내용의 본질 ···············································································328
3. 지성주의 교육내용의 단계 ···············································································342
4. 교육의 실천적 비판과 시사 ·············································································351

제10장 지성주의 교육방법 ··················································································357
1. 지성주의 교육방법에서의 흥미개념 ·································································359
2. 지성주의 교육방법의 본질 ···············································································372
3. 지성주의 교육방법의 단계와 태도 ··································································387
4. 교육의 실천적 비판과 시사 ·············································································403

제11장 결 론 ········································································································411

에필로그 ···········································································································427
참고문헌 ···········································································································435
찾아보기 ···········································································································449

부록: John Dewey에 관한 연구목록 ·································································465
1. John Dewey 관련 국내 학술지 논문 ·····························································466
2. John Dewey 관련 박사학위논문 ····································································491
3. John Dewey 관련 석사학위논문 ····································································494
4. John Dewey 관련 국외 학술지 논문 ·····························································505

저자소개

박준영
박준영은 경상북도 안동시 용상동에서 태어났다. 성균관대학교 교육학과에서 학사, 성균관대학교 대학원에서 교육학 석사, 계명대학교 대학원에서 교육철학 전공으로 교육학 박사를 수득하였다.
경성대학교에서 교육학과 교수, 교수협의회 부의장, 기획부실장, 비서실장, 교육연구소장, 교육인재개발연구소장, 문과대학장, 도서관장 등을 역임하였다.
미국 California State University Northridge에서 Visiting Scholar로 연구하였다.
한국교육학회 평생회원이며, 한국교육철학회 이사, 감사, 교육철학회 이사, 운영위원, 한국교육사상연구회 회장, 이사, 편집위원 등을 역임하였다.
수상경력은 교육과학기술부장관상과 녹조근정훈장이 있다.
주요저서로는 교육학개론, 교육의 철학적 이해, 교육명저 속의 삶의 지혜(공저), 교육의 철학 및 역사적 이해(공저), 교육사상의 이해(공저), John Dewey의 도덕교육론(편역), 교육의 이론적 이해, 敎育哲學: John Dewey의 敎育哲學과 知性, John Dewey의 지성중심 교육철학, 실용주의 철학의 교육담론 등이 있다.
현재, 경성대학교 명예교수이며, 한국교육철학상담학회 회장, 달맞이언덕인문학포럼자문위원, 부산대 강사, 아방가르드 철학담론모임에서 고전강독 등으로 활동하고 있다.

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