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머리말_ 3
서론: 도덕 교과교육의 논점들_ 9
Part 01 교육과정 설계 및 실행의 논점들
Chapter 01. 바람직한 도덕과 교사상의 이념형 15
Ⅰ. 도덕과 교사상 연구 ······························································ 15
Ⅱ. 바람직한 도덕과 교사상의 의미 ··········································· 16
Ⅲ. 소명 의식을 가진 도덕적 구도자 ········································· 19
Ⅳ. 도덕적 스승으로서의 교육자 ················································ 22
Ⅴ. 도덕 교과의 전문가 ······························································ 25
Ⅵ. 결어 및 제언 ········································································· 29
Chapter 02. 도덕 교과의 성격과 목표에 대한 논고 33
Ⅰ. 도덕 교과 성격․목표의 의의 ·············································· 33
Ⅱ. 도덕 교과 성격․목표의 역사적 배경 ·································· 35
Ⅲ. 도덕 교과 성격․목표 설정의 쟁점 ····································· 39
Ⅳ. 도덕 교과 성격․목표의 이론적 기초 ·································· 45
Ⅴ. 결어 ······················································································· 51
Chapter 03. 도덕과 교육과정에 제시된 도덕 주체의 속성 55
Ⅰ. 도덕 주체 개념의 설정 ························································· 55
Ⅱ. 도덕 주체 개념의 존재론적 기초 ········································· 57
Ⅲ. 도덕과 교육과정에 제시된 주체의 존재론적 속성 ··············· 63
Ⅳ. 결어 및 제언 ········································································· 72
Chapter 04. 도덕과 교육과정 내용 구성의 틀로서 제시된 ‘관계’ 개념의 존재론적 함의 76
Ⅰ. 교육과정에서의 관계 개념의 위상 ········································ 76
Ⅱ. 관계 개념의 존재론적 배경 ·················································· 78
Ⅲ. 관계 주체로서의 도덕적 주체 ··············································· 82
Ⅳ. 관계 대상의 확대와 구조화 ·················································· 85
Ⅴ. 관계의 근거로서의 공동선 ···················································· 89
Ⅵ. 결어 ······················································································· 92
Chapter 05. 도덕과 교육과정에서 의도된 초월적 존재 윤리의 특성 96
Ⅰ. 초월적 존재 윤리의 연구 ······················································ 96
Ⅱ. 도덕과 초월적 존재 연구의 기초 ········································· 98
Ⅲ. 도덕 교과에서의 초월적 존재 윤리의 특성 ······················· 105
Ⅳ. 결론 ····················································································· 112
Chapter 06. 생명윤리 교육과정 내용 구성의 범위와 계열 118
Ⅰ. 생명윤리 교육과정 내용의 체계화 ······································ 118
Ⅱ. 생명윤리 교육과정의 이론적 기초 ······································ 121
Ⅲ. 생명윤리 교육과정 내용 구성의 범위 ································ 127
Ⅳ. 생명윤리 교육과정 내용 구성의 계열 ································ 132
Ⅴ. 결어 ····················································································· 137
Chapter 07. ‘좋은 수업’을 위한 도덕과 교수․학습 전략의 방향 142
Ⅰ. 도덕과의 ‘좋은 수업’ ··························································· 142
Ⅱ. 교수․학습 전략 준거로서의 ‘좋은 수업’의 의미 ··············· 143
Ⅲ. ‘좋은 수업’을 위한 도덕과 교수․학습 전략의 기초 ········· 147
Ⅳ. ‘좋은 수업’을 위한 도덕과 교수․학습 방법의 유형 ········· 153
Ⅴ. 결어 ····················································································· 158
Part 02 교수․학습 경험 탐구의 논점들
Chapter 08. 도덕적 제일 원리에의 자연법적 접근 165
Ⅰ. 도덕적 제일 원리의 탐색 ···················································· 165
Ⅱ. 도덕적 제일 원리의 학적 성격 ··········································· 166
Ⅲ. 도덕적 제일 원리의 인식과 원천 ······································· 170
Ⅳ. 도덕적 제일 원리의 적용 ···················································· 175
Ⅴ. 결어 ····················································································· 179
Chapter 09. 덕 개념의 존재론적 정초 182
Ⅰ. 덕 개념의 탐구 ···································································· 182
Ⅱ. 존재론적 덕 개념의 배경 ···················································· 184
Ⅲ. 습성으로서의 기질과 성향 ·················································· 188
Ⅳ. 자연적 습득 및 초자연적 주입 ··········································· 192
Ⅴ. 연결 체계와 중용 ································································ 195
Ⅵ. 결어 ····················································································· 199
Chapter 10. 도덕적 자아 정체성 발달의 도덕교육적 의미 204
Ⅰ. 연구의 방향 ········································································· 204
Ⅱ. 도덕적 자아 정체성 발달의 이론적 기초 ··························· 205
Ⅲ. 도덕적 자아 정체성 발달을 통한 행위의 실현 ·················· 213
Ⅳ. 결어 ····················································································· 221
Chapter 11. 도덕성의 사회적 인습에 대한 위상 226
Ⅰ. 도덕성과 사회적 인습 ························································· 226
Ⅱ. 주체의 품성과 행위의 성격 ················································ 228
Ⅲ. 인습에 준거된 도덕적 판단력 ············································· 232
Ⅳ. 인습과의 차별화된 영역 ······················································ 236
Ⅴ. 요약 및 결어 ······································································· 240
Chapter 12. 양심적 행위의 도덕교육적 함의 244
Ⅰ. 양심적 행위의 연구 ····························································· 244
Ⅱ. 양심적 행위 개념의 사상적 배경 ······································· 246
Ⅲ. 양심적 행위의 본질과 기능 ················································ 249
Ⅳ. 양심적 행위의 특성 ····························································· 252
Ⅴ. 양심적 행위의 자유와 한계 ················································ 256
Ⅵ. 결어 ····················································································· 258
Chapter 13. 도덕과 평화교육 내용 구성의 적실성 263
Ⅰ. 도덕과의 평화교육 ······························································ 263
Ⅱ. 평화 개념의 다면적 배경 ···················································· 264
Ⅲ. 평화교육 내용 구성의 준거 ················································ 268
Ⅳ. 평화교육 내용 구성의 실제 ················································ 273
Ⅴ. 비판적 논의 ········································································· 277
Ⅵ. 결어 및 제언 ······································································· 281
Chapter 14. 생명의료 연구 윤리의 의의와 방향 286
Ⅰ. 연구의 목적과 범위 ····························································· 286
Ⅱ. 생명의료 연구 윤리의 의미 ················································ 287
Ⅲ. 생명의료 연구 윤리의 주요 쟁점 ······································· 291
Ⅳ. 생명의료 연구 윤리의 방향 ················································ 301
Ⅴ. 결어 ····················································································· 304
∙찾아보기 _ 308
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