창조교육론 > 교육학

이 책은 4부 15장으로 구성되어 있다.
제1부 창조교육의 본질 제1장에서는 인간의 본성과 창조성, 창조성의 교육적 기반을 고찰하였고, 제2장 창조성의 성질을 인간 삶의 여섯 영역으로 나누어 살펴보았으며, 제3장 창조성의 기능에서는 창조성이 발동되는 과정을 고찰하였다. 제4장 창조교육의 본질에서는 교육의 문화 보존과 창조의 관점을 바탕으로 창조적 자아로서 창조교육의 본질을 설명하였다.
제2부 창조교육목적 제5장 교육목적의 가치체제에서는 교육의 이념과 교육행위로서의 목적과 교육활동으로서의 목적을 설명하고, 창조적 가치체제로서의 교육목적을 고찰하였다. 제6장에서 교육목적의 유형, 제7장 교육목적 설정과 타당성에서 창조교육목적 설정의 타당성을 살펴보았으며, 제8장 창조교육의 목적에서 가치추구의 관점에서 창조교육의 목적을 설명하였다.
제3부 창조교육 방법 제9장에서는 창조교육 교수-학습의 기초를, 제10장 창조교육교수-학습의 발상단계, 제11장 창조교육교수-학습의 발견단계, 제12장 창조교육교수-학습의 발굴단계, 제13장 창조교육교수-학습의 발현단계, 제14장 창조교육교수-학습의 발전단계를 각각 살펴보았다.
제4부 창조력의 평가 제15장에서는 창조능력의 평가로서 창조적 능력개발에 대한 창조력의 측정과 검사, 평가에 대해 살펴보았다.

목차

머리말 / 3

제1부 창조교육의 본질
제1장 인간의 본성과 창조성 ················································13
1. 인간의 본성 ························································13
2. 창조성의 의미 ······················································21
3. 창조성의 교육적 기반 ··············································27

제2장 창조성의 성질 ························································33
1. 창조성의 신체ㆍ생리적 성질 ········································33
2. 창조성의 사회적 성질 ··············································42
3. 창조성의 이지적 성질 ··············································49
4. 창조성의 도덕적 성질 ··············································54
5. 창조성의 예술적 성질 ··············································59
6. 창조성의 종교적 성질 ··············································62

제3장 창조성의 기능 ························································67
1. 욕구와 창조성 ······················································67
2. 사고와 창조성 ······················································68
3. 활동과 창조성 ······················································71
4. 창조성의 발동과정 ··················································73

제4장 창조교육의 본질 ······················································77
1. 교육의 본질 ························································77
2. 교육과 문화보존 ····················································79
3. 교육과 문화 창조 ··················································81
4. 창조교육의 본질 ····················································84

제2부 창조교육의 목적
제5장 교육의 가치체제 ······················································91
1. 교육의 이념 ························································91
2. 교육행위로서의 목적 ················································93
3. 교육활동으로서의 목표 ·············································97
4. 창조적 가치체제로서의 교육 ········································98

제6장 교육목적의 유형 ·····················································109
1. 교육의 내재적 목적과 외재적 목적 ·································109
2. 개인적 교육목적과 사회적 교육목적 ································113
3. 문화중심 교육목적과 생활중심 교육목적 ···························118
4. 창조적 교육목적 ···················································122

제7장 교육목적의 타당성과 설정 ··········································127
1. 교육목적의 변천 ···················································127
2. 교육목적의 타당성 ················································137
3. 교육목적의 설정 ···················································140
4. 창조교육목적 설정의 타당성 ·······································142
 

제8장 창조교육의 목적 ·····················································153
1. 창조적 인간의 특성 ···············································153
2. 창조교육의 이념 ···················································155
3. 인격완성으로서의 창조교육의 목적 ·································157
4. 가치추구 활동으로서의 창조교육의 목표 ···························162

제3부 창조교육의 방법
제9장 창조교육의 교수-학습 ···············································173
1. 창조교육 교수-학습 5단계 ········································173
2. 창조교육 교수-학습계획 안 ········································177
3. 창조교육의 교수-학습모형 ·········································184

제10장 창조교육 교수-학습의 발상단계 ···································189
1. 발상을 촉진하는 교수-학습 ········································189
2. 발상과 강의식 교수법 ·············································192
3. 발상을 위한 학습조건의 개별적 적정화 ····························201

제11장 창조교육 교수-학습의 발견단계 ····································209
1. 발견을 위한 교수-학습 ············································209
2. 발견과 순차식발견의 교수법 ·······································212
3. 발견을 위한 동기유발 학습 ········································221
 

제12장 창조교육 교수-학습의 발굴단계 ···································237
1. 발굴의 교수-학습 ·················································237
2. 발굴과 탐구수업 ···················································239
3. 발굴을 위한 소집단 학습법 ········································257

제13장 창조교육 교수-학습의 발현단계 ···································261
1. 발현을 위한 교수-학습 ············································261
2. 발현으로서의 정교화 교수법 ·······································263
3. 발현과 영재학습 ···················································277

제14장 창조교육 교수-학습의 발전단계 ···································287
1. 발전을 위한 교수-학습 ············································287
2. 발전의 추구로서 문제해결 교수법 ··································288
3. 발전과 협동학습 ···················································304

제4부 창조력의 평가
제15장 창조적 능력의 평가················································317
1. 창조성의 개발과 교육 ·············································317
2. 창조성의 검사와 측정 ·············································324
3. 창조능력의 평가 ···················································331

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현 군장대학교 교수
자(字) 세욱(世旭), 호(號) 성곡(誠谷).
전북 남원에서 출생하여 원광대학교 대학원에서 교육학 박사학위를 받았다. 주요 연구 분야는 창조교육학과 교육사 철학이다. 2017년 현재 사단법인 창조교육학회장(이사장), 한국교육학회 이사/기획조직위원장, 한국교육사학회 이사, 한국교육철학회 이사, 학창교육연구소장이다. 군장대학교 창조교육개발원장 등을 역임하였고, 한국교육사학회 학술논문상(2004), 사단법인창조교육학회 학술공로상(2006), 창조성국제학술대회우수논문상(2009), 대한민국교육대상(2014), 대한민국 무궁화 평화대상(2017) 등을 수상하였다. 저서는 ｢창조교육 교수 -학습의 이론과 실제｣ 외 10여 권, 논문으로는 ｢창조교육 교수 5단계 이론에 관한 논의｣ 외 50여 편이 있다.

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