교육의 역사와 철학이야기 > 교육학

교육이란 현상은 시간의 흐름에 따라 기존 교육의 패러다임을 바꾸고 있다. 지나온 과거의 교육은 현재의 교육이 되고 현재의 교육은 미래의 교육을 낳게 된다. 이러한 교육의 시대적 흐름은 교육의 역사와 철학의 이야기가 된다. 이러한 맥락에서 ‘교육이란 무엇인가’라는 질문에 대한 해답은 교육현상을 시대적 흐름에 따라 이야기로 풀어나가면 쉽게 찾을 수 있을 것이다.
따라서 본 저서는 교육의 역사이야기와 철학이야기로 구성되었다. 교육의 역사이야기에서는 우리나라와 서양의 교육을 시대적 흐름에 따라 풀어나가고, 교육의 철학이야기에서는 전통철학과 현대 교육이론 그리고 현대 이후의 교육철학으로 구분하여 이야기를 전개시켰다. 교육의 역사와 철학이야기는 특히 대학에서 교사가 되기 위해 교직을 이수하는 수강생들에게 교육현상의 흐름과 철학을 쉽게 이해할 수 있게 구성되었다.
교육의 역사와 철학이야기를 통해 예비교사들은 교육현상에 대해 비판적으로 바라볼 수 있는 시각을 가질 수 있게 될 것이다. 비판적 시각을 가진 교사는 현재의 교육이 올바른 방향으로 나아가고 있는지, 그렇지 않는지를 판단할 수 있는 안목을 가질 수 있게 된다. 이러한 안목을 가진 예비교사는 교사로서의 정체성도 확립할 수 있고, 역동적으로 수업을 진행해 나갈 수 있을 것이다. 더 나아가 교육의 역사와 철학이야기를 통해 예비교사는 타인의 의견을 수용할 수 있는 열린 마음도 가질 수 있게 될 것이다.

목차

머리말 / 2
제1부 한국교육의 역사이야기 / 9
제1장 교육사 탐구의 의의 ··········································································11
1. 교육사의 정의 ······················································································11
2. 교육사의 연구 영역 ·············································································13
3. 예비교사가 갖추어야 할 교육사 연구 태도 ·······································14
제2장 삼국시대의 교육 ···············································································17
1. 유교ㆍ불교의 전래와 교육 ··································································17
2. 고구려의 교육 ······················································································21
3. 백제의 교육 ·························································································24
4. 신라의 교육 ·························································································26
5. 교육사상가 ···························································································34
제3장 고려시대의 교육 ···············································································37
1. 국자감 이전의 교육 ·············································································37
2. 국립교육기관 ························································································39
3. 사립교육기관 ························································································46
4. 과거제도와 교육 ··················································································50
5. 교육사상가 ···························································································54
제4장 조선시대의 교육 ···············································································59
1. 성리학과 교육 ······················································································59
2. 조선시대의 교육기관 ···········································································61
3. 과거제도와 교육 ··················································································77
4. 교육사상가 ·························································································82
제5장 조선후기 실학사상과 교육 ······························································87
1. 실학의 등장 배경 ················································································87
2. 실학의 학풍 ·························································································88
3. 실학과 교육 ·························································································90
4. 교육사상가 ···························································································91
제6장 근대의 교육 ·····················································································101
1. 개화기의 교육 ···················································································101
2. 일제강점기의 교육 ············································································113
제7장 한국의 현대교육 ·············································································127
1. 미군정시대의 교육 ············································································127
2. 정부수립과 교육 ················································································131
제2부 서양교육의 역사이야기 / 137
제1장 그리스 시대의 교육 ·······································································139
1. 그리스 사회와 문화의 특징 ······························································139
2. 스파르타와 아테네의 교육 ································································142
3. 교육사상가 ·························································································149
제2장 로마 시대의 교육 ···········································································159
1. 로마 사회와 문화의 특징 ·······························································159
2. 로마 교육의 전개 ··············································································161
3. 교육사상가 ·························································································167
제3장 중세 시대의 교육 ···········································································173
1. 중세 사회의 문화 ··············································································173
2. 중세 전기의 교육 ··············································································175
3. 중세 후기의 교육 ··············································································178
제4장 르네상스 시대의 교육 ····································································187
1. 르네상스의 의미 ··············································································187
2. 인문주의 교육의 발달 ·······································································190
3. 교육사상가 ·························································································194
제5장 종교개혁기의 교육 ·········································································199
1. 종교개혁의 배경 ················································································199
2. 종교개혁기의 교육 ············································································201
3. 종교개혁의 교육사적 의의 ······························································206
4. 교육사상가 ·························································································207
제6장 실학주의와 교육 ·············································································213
1. 실학주의의 등장 배경 ·······································································213
2. 실학주의 교육의 특징 ·····································································214
3. 실학주의 교육의 유형 ·······································································216
4. 교육사상가 ·························································································220
제7장 18세기의 교육 ················································································227
1. 계몽주의와 교육 ················································································227
2. 자연주의와 교육 ················································································231
3. 교육사상가 ·······················································································233
제8장 19세기의 교육 ················································································237
1. 시대적 배경 ·······················································································237
2. 신인문주의와 교육 ············································································239
3. 국가주의와 교육 ················································································253
4. 산업혁명과 교육 ················································································257
제9장 현대사회의 교육 ·············································································263
1. 시대적 배경 ·······················································································263
2. 신교육 운동 ·······················································································265
3. 새로운 교육방법의 발달 ···································································266
4. 교육사상가 ·························································································268
제3부 교육의 철학이야기 / 273
제1장 철학과 교육철학 ·············································································275
1. 철학의 의미와 탐구영역 ···································································275
2. 교육철학의 의미와 기능 ···································································281
3. 교육철학과 교사 ················································································286
제2장 전통철학과 교육 ·············································································291
1. 이상주의 철학과 교육 ·······································································291
2. 실재주의 철학과 교육 ·······································································299
3. 실용주의 철학과 교육 ·······································································308
제3장 현대 교육이론의 철학적 이해 ······················································315
1. 진보주의 교육이론 ············································································315
2. 항존주의 교육이론 ············································································320
3. 본질주의 교육이론 ············································································324
4. 재건주의 교육이론 ············································································329
제4장 현대 이후 교육철학의 동향 ··························································335
1. 실존주의 철학과 교육 ·······································································335
2. 분석철학과 교육 ················································································345
3. 포스트모더니즘과 교육 ·····································································351
4. 다문화주의와 교육 ············································································357
참고문헌 / 361
찾아보기 / 365

저자소개

천 정 미
* 약력: 경성대학교 졸업
경성대학교 대학원 졸업(교육학 박사)
경성대학교 교양과정부 조교수 역임
현재: 동의대학교 동의지천교양대학 조교수
* 저서 및 논문 ∙ 교육명저 속의 삶의 지혜(2008, 공저) ∙ 도덕교육론(2008) ∙ 현대교육사상(2010) ∙ 교육철학 및 교육사(2016) ∙ 인문기반 콜라보프로젝트(2017, 공저) ∙ 철학상담방법으로서의 반성적 사고(2012), 철학상담의 교육적 기능(2013), 철학적 관점에서의 행복(2009), John Holt의 행함의 개념과 자원(2009) 등 다수

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