서양교육변천사 탐구 > 교육사,교육철학/교육사상/도덕교육

서양교육사를 공부하는 목적은 교육의 역사적 전개과정을 공부함으로써 교육현상에 대한 역사적 안목을 형성해 나가는 데 있다. 즉 바람직한 인간 형성을 목적으로 하는 교육활동이 역사적으로 어떻게 전개되고 발전되어 왔는가를 이해하고, 또한 그러한 서양교육의 변천과정이 어떠한 시대적 및 사회적 배경 속에서 이루어지게 되었는지를 이해함으로써 오늘의 우리의 교육 현실이나 문제를 역사적인 관점에서 진단하고 이해할 수 있는 안목과 능력을 기르는 데 있다. 즉 지난 역사를 통해 오늘과 내일의 교육을 생각하는 지혜와 통찰을 얻기 위함에 있다.

서양교육사를 기술하는 방법도 통사적, 문화사적, 문제사적, 비교학적, 인물중심적, 이념사적 교육사 등으로 다양하게 기술할 수 있지만 이 책에서는 어느 하나의 관점에 치우치지 않고 서양교육사의 흐름에 대한 일반적 시대 구분에 따라 통사적으로 기술하면서 당시 교육의 형성 배경, 교육제도, 대표적 교육사상가 등을 중점적으로 서술하였다.

따라서 이 책의 내용 이해력을 높이기 위해 가능한 한 내용을 쉽게 풀어 썼으며 시각적 효과를 높이기 위하여 다양한 그림이나 사진들을 삽입해 넣었다. 사진과 그림을 삽입함으로써 ‘서양교육사’에 대한 딱딱한 이미지가 어느 정도 완화될 수 있을 것이며 교재의 내용을 이해하는 데 큰 도움을 줄 것으로 본다. 또한 본서는 서양교육사에 대한 다양한 내용들을 전달하기 위해 쉽게 풀어 쓰면서 <학습목표>, <Keyword>, <생각해 봅시다> 등을 포함시킴으로써 교육현장의 활용도를 높이고자 하였다.

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제1장 교육사 탐구의 의의 ······························································15

제1절 교육사의 정의 ··································································17

제2절 교육사 연구의 목적 및 효용성 ···············································18

제3절 교육사 연구의 태도 ···························································20

제4절 교육사의 연구 영역 ···························································21

∙ 참고문헌 ·············································································24

제2장 그리스의 교육 ······································································25

제1절 그리스 사회와 문화의 특징 ···················································28

1. 그리스 사회적 특성 ··························································28

2. 그리스 문화적 특성 ··························································29

3. 그리스 교육적 특성 ··························································31

제2절 그리스의 교육 ··································································31

1. 호메로스 시대 ································································32

2. 역사시대 ······································································33

3. 과도기시대 ····································································40

4. 세계주의 교육 ································································43

제3절 그리스의 교육사상가 ··························································45

1. 페리클레스 ····································································46

2. 극작가들의 교육사상 ··························································47

3. 이소크라테스(Isokrates, B.C. 436~338) ····································49

4. 소크라테스(Socrates, BC 469~399) ········································51

5. 플라톤(Platon, B.C. 427~347) ·············································54

6. 아리스토텔레스(Aristoteles, B.C. 384~322) ································59

제4절 알렉산드로스 ···································································61

∙ 참고문헌 ·············································································64

제3장 로마의 교육 ·········································································65

제1절 로마의 역사 발전과정 ·························································67

제2절 로마인의 성격 ··································································68

제3절 로마의 계급과 문화 ···························································70

제4절 로마교육의 특징 ·······························································70

제5절 로마교육의 실제 ·······························································71

1. 공화정 시대의 교육 ··························································72

2. 제정시대의 교육 ······························································73

제6절 로마의 교육사상가 ·····························································76

1. 카토(Marcus Porcius Cato, B.C. 95~146) ································77

2. 키케로(Marcus Tullius Cicero, B.C. 106~43) ·····························77

3. 퀸틸리아누스(Marcus Fabius Quintilianus, A.D. 35~100) ················79

∙ 참고문헌 ·············································································85

제4장 중세사회의 교육 ···································································87

제1절 중세의 개관 ····································································89

1. 중세사회의 특징 ······························································89

2. 중세사회의 문화 ······························································90

3. 중세 교육의 특징 ·····························································91

제2절 중세사회의 시대구분 ··························································92

제3절 중세 기독교 교육의 실제 ·····················································93

1. 문답학교(問答學校, Catechumenal School) ································93

2. 고급문답학교(高級問答學校, Catechetical School) ··························94

3. 본산학교(本山學校, Cathedral School) ······································94

4. 수도원주의와 수도원학교(修道院學校, Monastic School) ····················95

제4절 교부철학 ········································································97

제5절 스콜라 철학과 교육 ···························································97

제6절 세속교육의 발달 ······························································100

1. 기사교육 ····································································100

2. 대학교육 ····································································103

3. 시민교육 ····································································107

4. 도제교육 ····································································108

제7절 중세의 교육사상가 ····························································109

1. 성 베네딕트(St. Benedict, 480~543) ·····································109

2. 안셀무스(St. Anselmus, 1033~1109) ·····································110

3. 아벨라르(Peter Abelard, 1079~1142) ····································111

4. 아우구스티누스(Aurelius Augustinus, 354~430) ··························112

5. 토마스 아퀴나스(St. Thomas Aquinas, 1225~1274) ·····················113

∙ 참고문헌 ············································································116

제5장 르네상스의 교육 ·································································119

제1절 르네상스의 발생원인 ·························································121

제2절 르네상스의 의미와 본질 ·····················································122

제3절 르네상스의 발달과정 ·························································124

제4절 르네상스 운동과 휴머니즘 사상 ·············································129

제5절 르네상스 시대의 인문주의 교육 ·············································132

1. 개인적 인문주의 ·····························································134

2. 사회적 인문주의 ·····························································136

3. 키케로주의 ··································································137

제6절 르네상스 교육사상가 ·························································140

1. 베르게리오(Pier Paolo Vergerio, 1349~1420) ····························140

2. 비토리노(Vittorino de Veltre, 1378~1446) ·······························141

3. 에라스무스(Desiderius Erasmus, 1466~1536) ···························142

4. 라블레(Francois Rabelais, 1483~1554) ··································147

5. 비베스(Juan Luis Vives, 1492~1540) ····································148

6. 몽테뉴(Michel de Montaigne, 1533~1592) ······························149

∙ 참고문헌 ············································································152

제6장 종교개혁기의 교육 ······························································155

제1절 종교개혁의 등장 배경과 전개과정 ··········································157

제2절 종교개혁시대의 사회와 문화 ················································168

제3절 문예부흥과 종교개혁 ·························································170

제4절 신교의 교육활동 ······························································171

1. 신교 교육 ···································································172

2. 신교의 윤리성 ·······························································174

3. 학교제도 ····································································175

제5절 구교의 교육활동 ······························································176

제6절 보통교육제도의 성립 ·························································178

1. 고타 교육령 ·································································179

2. 매사추세츠 교육령(Massachusetts School Law) ·························180

제7절 종교개혁의 교육사적 의의 ···················································182

제8절 종교개혁기의 교육사상가 ····················································183

1. 루터(Martin Luther, 1483~1546) ·········································183

2. 츠빙글리(Huldrych Zwingli, 1484~1531) ·································186

3. 멜란히톤(Philipp Melanchthon, 1497~1560) ·····························188

4. 녹스(John Knox, 1514~1572) ············································189

5. 칼빈(John Calvin, 1509~1564) ···········································190

6. 로욜라(Ignacio de Loyola, 1491~1556) ··································191

7. 라살(La Salle) ······························································193

∙ 참고문헌 ············································································194

제7장 17세기 실학주의 시대의 교육 ··············································197

제1절 17세기의 사회와 문화 ·······················································199

제2절 실학주의 교육의 등장배경 ···················································201

제3절 실학주의 발달 ································································203

제4절 실학주의 교육사상의 특색 ···················································204

제5절 실학주의 교육 ································································205

1. 인문적 실학주의 ·····························································206

2. 사회적 실학주의 ·····························································207

3. 감각적 실학주의 ·····························································209

제6절 실학주의 시대의 교육기관 ···················································211

제7절 실학주의 시대의 교육사상가 ················································212

1. 비베스(Juan Luis Vives, 1492~1540) ····································213

2. 라블레(Francois Rabelais, 1483~1553) ··································213

3. 몽테뉴(Mickel Eyquem Montaigne, 1533~1592) ························215

4. 베이컨(Francis Bacon, 1561~1626) ······································217

5. 라트케(Wolfgang Ratke, 1571~1635) ····································218

6. 코메니우스(Johann Amos Comenius, 1592~1670) ······················219

7. 밀턴(John Milton, 1608~1674) ···········································226

8. 로크(John Locke, 1632~1704) ···········································228

∙ 참고문헌 ············································································234

제8장 18세기 계몽주의 시대의 교육 ··············································237

제1절 계몽주의 교육 ································································239

1. 계몽의 의미 ·································································239

2. 계몽주의의 사상적 배경 ·····················································240

3. 계몽주의의 특징 ·····························································241

4. 계몽주의 교육 ·······························································242

5. 계몽주의 교육의 실제 ·······················································244

6. 계몽주의 교육사상가 ························································250

제2절 자연주의의 교육 ······························································252

1. 자연주의 교육 ·······························································252

2. 자연주의 교육사상가 ························································255

제3절 범애주의 교육 ································································260

1. 범애주의 교육의 특징 ·······················································260

2. 범애주의 교육사상가 ························································261

제4절 특수교육의 발달 ······························································269

∙ 참고문헌 ············································································272

제9장 근대사회의 교육 ·································································275

제1절 19세기 시대적 배경 ··························································277

제2절 신인문주의 교육 ······························································279

제3절 신인문주의 교육사상가 ·······················································282

1. 페스탈로치(Johann Heinrich Pestalozzi, 1746~1827) ···················282

2. 헤르바르트(Johann Friedrich Herbart, 1776~1841) ·····················291

3. 프뢰벨(Friedrich Wilhelm August Frӧbel, 1782~1852) ·················296

제4절 국가주의 교육 ································································303

제5절 국가주의 교육사상가 ·························································306

1. 피히테(Johann Gottlieb Fichte, 1762~1814) ····························306

2. 슐라이어마허(Friedrich Daniel Ernst Schleiermacher, 1768~1834) ····310

3. 콩도르세(Marquis de Condorce, 1743~1794) ···························312

제6절 과학적 교육관의 교육 ························································313

1. 과학주의 교육의 특징 ·······················································313

2. 과학주의 교육사상가 ························································314

제7절 산업혁명과 빈민교육 ·························································315

1. 일요학교 제도(sunday school system) ···································317

2. 자선학교(charity school)와 벨-랭커스터 조교법 ···························317

제8절 산업혁명시대의 교육사상가 ··················································319

1. 오웬(Robert Owen) ························································319

제9절 19세기 교육제도 ·····························································321

1. 영국 ·········································································322

2. 프랑스 ·······································································324

3. 독일 ·········································································326

4. 미국 ·········································································327

제10절 미국의 교육사상가 ··························································333

1. 카터(James Gordeon Carter, 1795~1849) ······························333

2. 호러스 맨(Horace Mann, 1796~1859) ····································334

3. 헨리 버나드(Henry Barnard, 1811~1900) ································335

4. 파커(Francis Wayland Parker, 1838~1902) ·····························336

∙ 참고문헌 ············································································339

제10장 20세기 서양교육 ································································341

제1절 20세기 서양사회의 시대적 배경 ············································343

제2절 20세기 서양의 교육 ··························································346

제3절 20세기 새 교육운동의 발달 ·················································347

1. 학교교육내용의 개선운동 ····················································348

2. 아동해방운동 ································································349

3. 학습지도방법의 발달 ························································351

제4절 제2차 세계대전 이후의 교육 ················································352

1. 자유 민주주의 국가의 교육 ·················································352

2. 공산주의 국가의 교육 ·······················································353

제5절 20세기 서양교육사상 ·························································355

1. 진보주의 교육사상 ··························································355

2. 본질주의 ····································································358

3. 항존주의 ····································································362

4. 재건주의 ····································································366

5. 실존주의 교육사상 ··························································369

6. 비판이론적 교육사상 ························································375

제6절 서양 여러 나라의 교육 ······················································377

1. 영국 ·········································································378

2. 프랑스 ·······································································379

3. 미국 ·········································································380

4. 독일 ·········································································382

5. 소련 ·········································································383

제7절 20세기 서양교육사상가 ······················································385

1. 듀이(John Dewey, 1859~1952) ··········································385

2. 몬테소리(Maria Montessori, 1870~1952) ································389

3. 니일(A. S. Neil, 1883~1973) ·············································395

4. 엘렌 케이(Ellen Key, 1849~1926) ········································399

5. 킬패트릭(William Heard Kilpatrick, 1871~1965) ·························401

∙ 참고문헌 ············································································406

찾아보기 ··············································································409

저자소개

신재흡 교수

<경력>

한국교육학회 선거관리위원장(역임)

한국교육정책연구소 전문위원(역임)

한국교원교육학회 중등교육위원장

한성대학교 교육대학원 교수

<저서>

한국교육변천사 탐구(동문사, 2020)

교육학개론(동문사, 2015)

한국 교육행정발달사 탐구(공)(집문당, 2005)

학교경영의 이론과 실제(공)(학지사, 2006) 외 다수

배송

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