[제7판] 교육의 목적과 난점 > 교육학

제7판은 특히 부록의 중반 이후에 전부터 불만의 원인이 되었던 부분에 상당한 정도 수정을 가하면서 추기 형식으로 ‘메타프락시스를 향하여’라는 글을 추가하였습니다.
‘메타프락시스’는 교육이론의 성격을 집약적으로 나타내는 담론형식입니다. 추기에서, 메타프락시스라는 용어 그 자체는 낯설지만 그것에 담긴 사고방식은 오래 전부터 교육의 의미를 파악하는 데에 사용되어 왔다고 말하였습니다. 이렇게 말한 것은 예컨대 플라톤이나 주역의 저자가 ‘명시적으로’ 메타프락시스적 사고를 했다는 뜻이 아니라, 교육에 관한 그들의 사고에서 오늘날 메타프락시스라는 용어로 규정되는 사고방식을 판독해 낼 수 있다는 뜻입니다. 분명히 말하여, 메타프락시스라는 용어를 사용하기 전과 사용한 후는 사정이 동일하지 않습니다.
이런 점들을 생각해보면, 메타프락시스는 그것에 담긴 사고방식이 오래 전부터 사용되어 왔다는 것을 인정하더라도, ‘첨단 과학’이라는 용어를 본따서 ‘첨단교육학’으로 간주되어야 마땅합니다. 그러나 첨단 학문이라는 것이 늘 그렇듯이, 거기에는 확실하지 않은 부분, 유동적인 부분이 많이 있습니다. 바라건대 유능한 독자들이 이 ‘첨단 교육학’에 관심을 가지고 그것에 확실성을 더해 주었으면 합니다. 이 일을 하는 데는 메타프락시스적 사고를 ‘묵시적으로’ 표현한 선대 학자들의 발언이 분명히 도움이 될 것입니다.

목차

제7판 서문 ······················································································································ iv
제6판 서문 ······················································································································ vi
제5판 서문 ···················································································································· xvi
제4판 서문 ··················································································································· xvii
제3판 서문 ··················································································································· xxv
제2판 서문 ·················································································································· xxvi

1. 머리말에 대신하여 ···································································································· 1
2. 삶과 공부 ················································································································ 23
3. 교육과 형이상학 ···································································································· 43
4. 문자와 교육············································································································ 65
5. 가르치는 자와 배우는 자 ····················································································· 85
6. 교육과 정신건강 ··································································································· 107
7. 삶의 자세로서의 교육 ························································································· 127
8. 학교교육의 성격과 과제 ····················································································· 143
9. 교육의 사회적 측면 ····························································································· 163
10. 두 가지 도덕과 두 가지 교육 ··········································································· 185
11. 제도의 아름다움 ·································································································· 209
12. 정치와 교육·········································································································· 235
13. 삶의 형식과 교육································································································ 253
14. 안과 밖의 논리 ····································································································· 271
15. 자아발달의 심리와 논리 ···················································································· 289
16. 지식의 구조와 지식의 형식 ··············································································· 305
17. 구조주의 교육학 ·································································································· 325
18. 교육의 근본 제약과 그 극복 ············································································· 339
19. 교육의 어려움: 결론에 대신하여(1) ·································································· 361
20. 교육의 목적: 결론에 대신하여(2) ····································································· 383

부록 1. 논리적인 것과 사실적인 것, 이론적인 것과 실제적인 것 ······················· 411
<추기>: 메타프락시스를 향하여 ································································ 452
2. 독서 가이드 ·································································································· 469

《참고문헌》·················································································································· 475
《초판후기》·················································································································· 479
《찾아보기》·················································································································· 483

저자소개

李 烘 雨(1939~ )
서울대학교 사범대학 교육학과
서울대학교 대학원 교육학과
미국 콜럼비아대학교(교육학 박사)
서울대학교 사범대학 교수
서울대학교 명예교수
주요 저서 및 역서
인지학습의 이론, 1973, 박종덕(편), 2015.
증보 교육과정 탐구, 1977, 1992, 2010.
증보 지식의 구조와 교과, 1979, 1997, 2006.
교육의 목적과 난점, 1984, 1998, 2016.
주석 증보 교육의 개념, 1991, 2009.
증보 성리학의 교육이론, 2000, 2014.
대승기신론 통석, 2006.
Living, Knowing and Education, 1985.
J. S. Bruner, 교육의 과정, 1973.
John Dewey, 민주주의와 교육, 1987, 개정 증보, 2008.
R. S. Peters, 윤리학과 교육, 1980, 수정판(공역), 2003.
D. W. Hamlyn, 경험과 이해의 성장, 1990, 교육인식론(증보), 2010.
W. Boyd, 서양교육사(공역), 1994, 개정 증보, 2008.
J. R. Manheim, 키에르케고르의 교육이론(공역), 2003.
馬鳴, 大乘起信論, 1991.

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