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지성공간

통치와 교육 2판
판매가
수량
저자
정규영
발행일
2018-08-30
ISBN
978-89-254-1315-0(93370)
페이지
286
판형
신국판
현대 교육학의 이론적 사고에서 통치와의 관련성이 충분히 조명받지 못해 온 사실은, 과거는 물론 현재의 교육을 이해하는 데 있어서 일정한 제약으로 작용하고 있다고 생각합니다. 통치라는 개념에 충분히 주목하지 못함으로써 우리는 근대 이전 시기의 교육에 관해서는 체계적인 역사적 이해를 얻는 데 곤란을 겪어 왔다고 생각합니다. 장구한 기간에 걸친 인류 교육의 역사를 공부하다 보면 이른바 “나무는 보되 숲은 보지 못한다”고 하는 오류를 범하기 쉽습니다. 그럴 경우 통치라는 관점은 비교적 용이하게 ‘숲’을 볼 수 있게 만드는 효과를 가질 수 있을 것입니다.
현대의 교육을 이론적으로 파악하는 일에 있어서도 통치라는 관점은 유용한 도구가 될 수 있습니다. 통치와 교육의 밀접한 상관성은 근대 이전에만 국한된 것이라고 볼 수는 없으며 ‘공교육’(public education)이라는 용어가 단적으로 함의하듯이 그것은 오늘날에도 엄연한 사실의 차원에 속합니다. 헌법에 등장하는 ‘교육의 자주성’ 혹은 ‘교육의 정치적 중립성’을 너무 확대 해석한 나머지, 교육을 정치나 국가적 통치와는 별개인 것처럼 여기는 사고방식이 널리 퍼져 있습니다. 하지만 실제로 한국의 공교육 시스템은 국가 통치라는 것과 불가분으로 연결되어 있습니다. 어떤 면에서는 근대 이전보다 더 그 관계가 긴밀해졌다고도 볼 수 있습니다.

프롤로그- 왜 ‘통치와 교육’인가? ·······································3


제1강 통치와 교육의 관계·············································11
근대 이전 동아시아에서의 통치와 교육 관계 ····················13
근대 이전 서양에서의 통치와 교육 관계 ························27


제2강 최초의 학교는 누가 세웠나? ····································41
최초의 학교와 그 창설자 ········································42
문자의 발명과 교육 ·············································50
고구려의 태학 ···················································60


제3강 ‘국가의 기원’을 가르치는 이유··································67
조선시대의 역사인식 ············································69
국가 기원의 ‘신화’ 혹은 ‘국민’을 위한 ‘망각’ ····················82


제4강 국자감과 치(治) ·················································93
국자감의 설립 ···················································94
국자감에서 성균관으로 ·········································103
교육제도와 국제 역학 ··········································110


제5강 학위성인(學爲聖人)이라는 진리·································117
주자학과 조선왕조 ·············································117
‘학위성인’(學爲聖人)이라는 교의 ·······························120
신유학의 ‘성인’ 개념 ···········································124
‘학위성인’을 부정한 오규우 소라이 ·····························130
‘학위성인’과 진리의 역사 ·······································133


제6강 왕(王)과 교육
- 군사(君師)의 이념과 실제 - ·································139
주자학의 ‘군사’ 이념 ···········································140
조선왕조와 ‘군사’ 이념 ·········································144
대조적인 두 군주론: 맹자와 마키아벨리 ························158


제7강 여성과 교육
- 주자학의 성차별 교육 - ···································································· 169
학위성인과 여성 ···············································171
소학과 유교적 여성관의 형성 ································173
소학의 남녀교육관 ···········································175
언설의 질서와 ‘성인 논리’ ·····································183
삼종지도(三從之道)와 여성 성인 ·······························186


제8강 근대 공교육과 폴리스··········································193
근대 공교육의 유래에 관한 이론들 ·····························194
국가라는 것과 통치 실천 혹은 통치성 ··························198
국가이성(ratio status)과 폴리스(police) ·······················202
근대 공교육과 폴리스 ··········································206
(1) 튀르케의 폴리스론과 교육 ·······························206
(2) 들라마르의 폴리스론과 교육 ·····························209
(3) 프리드리히2세의 프로이센 통치와 교육정책 ··············214


제9강 한국 근대교육의 ‘탄생’
- 박영효 「개화상소」와 유길준 「서유견문」을 중심으로 - ······219
‘서양 충격’(Western Impact)과 동아시아 근대교육 ·············223
(1) 동아시아 백년전쟁 ·······································224
(2) 조선의 통치 위기 ········································225
근대교육 언설의 등장 ··········································228
(1) 말과 사물 ················································228
(2) 박영효의 근대교육 언설 ·································229
(3) 유길준의 근대교육 언설 ·································234


에필로그······························································247
부록 ‘현재의 역사’와 역사교육·······································255
1. 역사서술과 역사교육의 일반적 관계 ·························255
2. ‘현재의 역사’가 의미하는 바 ································260
3. ‘현재의 역사’와 역사교육 ···································269
참고문헌 ·······················································275
찾아보기 ·······················································280

정규영
청주교육대학교 교수. 서울대 교육학과를 졸업하고 일본 도쿄대에서 석사 및 박사 학위를 받았다. 저서로 <동서양 교육의 역사>, <폴리스로서의 교육 : 교육적 통치의 아르케올로지>(역서), 논문으로 “미셸 푸코의 규율권력과 근대교육”, “지식, 권력, 교육” 등이 있다.
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