서양 교육철학 > 교육사,교육철학/교육사상/도덕교육

교육철학이란 다기한 교육현상에 대하여 본질적인 것이 무엇인가에 대한 이해를 가능케 하며, 인생에 대하여 총체적으로 볼 줄 알게 하며, 특수사실의 상호 관련성을 파악할 수 있게 한다. 또한 교육철학은 새로운 교육의 전개, 연구 및 실천에 대한 길을 시사해준다. 이리하여 우리는 인간형성(교육현상)에 대한 통합적 사고를 이룩하는 계속적인 자기통일을 꾀함으로써 교육철학은 체계화되나 그것은 고정화가 아니고 끊임없는 ‘문제의 제기’를 통하여 교육철학의 본질에 투철(透徹)하여야 할 것이다.

결국 모든 학문의 철학 속에는 그 학문에 대한 개념과 범위와 추구하고자 하는 바가 규정되어 있다. 그러므로 학문을 연구하고자 하는 사람은 그 학문의 철학에 관한 지식을 갖지 않고서는 전문적인 연구나 올바른 문제의식을 갖기 어렵다. 이런 점에서 교육철학은 교육학을 공부하는 데 있어서 가장 기초가 되는 학문으로 볼 수 있다.

이러한 학문적 및 실제적 의의를 가지고 있는 이 저서는 교육대학교, 사범대학, 교직과정, 교육대학원을 통하여 교육에 관해 공부하고자 하는 교육학도들을 대상으로 한 개론서적인 교재로 집필되었다.

목차

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제Ⅰ부 교육철학의 개관

제1장 교육철학의 본질 ····································································15

제1절 교육철학의 의미 ·······························································17

제2절 교육철학의 과제 및 임무 ·····················································20

제3절 교육철학의 가치 ·······························································21

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

제2장 교육철학의 기능과 영역 ···························································25

제1절 교육철학의 기능 ·······························································27

제2절 교육철학의 기본영역 ··························································31

제3절 교육철학 연구방법 ·····························································32

제4절 교육철학의 탐구 의의 ·························································36

∙ 참고문헌 ··············································································38

제Ⅱ부 전통철학과 교육

제3장 자연주의와 교육 ····································································43

제1절 자연주의의 의미 ·······························································45

제2절 자연주의의 역사 ·······························································47

제3절 루소의 교육이론 ·······························································50

제4절 자연주의 교육원리 ·····························································59

제5절 교육사적 시사점 ·······························································60

∙ 참고문헌 ··············································································62

제4장 이상주의와 교육 ····································································63

제1절 이상주의의 기본 사상 ·························································65

제2절 이상주의의 역사 ·······························································68

제3절 플라톤의 이데아론 ·····························································69

제4절 플라톤의 교육론 ·······························································71

제5절 이상주의 교육이론 ·····························································72

제6절 이상주의의 철학적 기초 ······················································74

제7절 이상주의의 교육관 ·····························································77

제8절 교육사적 의의와 한계 ·························································83

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

제5장 실재주의와 교육 ····································································87

제1절 실재주의의 본질 ·······························································89

제2절 실재주의의 기본사상 ··························································91

제3절 실재주의의 역사 ·······························································93

제4절 실재주의의 철학적 기초 ······················································96

제5절 러셀의 교육이론 ·······························································99

제6절 실재주의의 교육이론 ·························································101

제7절 실재주의의 교육원리 ·························································105

제8절 교육사적 의의와 한계 ························································106

∙ 참고문헌 ············································································108

제6장 프래그머티즘과 교육 ······························································109

제1절 프래그머티즘의 본질 ·························································112

제2절 프래그머티즘의 역사 ·························································115

제3절 프래그머티즘의 철학적 기초 ················································117

제4절 듀이의 교육이론 ······························································122

제5절 프래그머티즘의 교육이론 ····················································126

제6절 프래그머티즘의 교육원리 ····················································131

제7절 교육사적 의의와 한계 ························································132

∙ 참고문헌 ············································································134

제Ⅲ부 20세기 전기의 교육철학

제7장 진보주의 ·············································································139

제1절 진보주의 등장배경 ···························································141

제2절 진보주의의 본질 ······························································143

제3절 진보주의의 철학적 근거 ·····················································145

제4절 진보주의의 역사 ······························································145

제5절 진보주의 교육의 특성 ························································146

제6절 진보주의의 교육이론 ·························································147

제7절 진보주의 교육 ································································150

제8절 진보주의의 교육원리 ·························································152

제9절 진보주의 교육의 비판 ························································155

∙ 참고문헌 ············································································158

제8장 본질주의 ·············································································161

제1절 본질주의 등장배경 ···························································163

제2절 본질주의의 본질 ······························································164

제3절 본질주의의 철학 ······························································166

제4절 본질주의의 역사 ······························································167

제5절 본질주의의 교육이론 ·························································168

제6절 본질주의의 교육의 내용 ·····················································171

제7절 본질주의의 교육원리 ·························································174

제8절 교육사적 의의와 한계 ························································176

∙ 참고문헌 ············································································178

제9장 항존주의 ·············································································179

제1절 항존주의 등장배경 ···························································181

제2절 항존주의의 본질 ······························································183

제3절 항존주의의 철학적 근거 ·····················································184

제4절 항존주의의 역사 ······························································185

제5절 항존주의ㆍ진보주의 교육의 차이점 ·········································188

제6절 항존주의 교육이론 ···························································189

제7절 항존주의의 교육원리 ·························································193

제8절 교육사적 의의와 한계 ························································195

∙ 참고문헌 ············································································197

제10장 재건주의 ·············································································199

제1절 재건주의 등장배경 ···························································201

제2절 기존 교육철학의 비판 ························································203

제3절 재건주의의 본질 ······························································205

제4절 재건주의의 철학적 근거 ·····················································208

제5절 재건주의의 역사 ······························································210

제6절 재건주의 교육이론 ···························································211

제7절 재건주의의 교육원리 ·························································215

제8절 교육사적 의의와 한계 ························································217

∙ 참고문헌 ············································································220

제Ⅳ부 20세기 후기의 교육철학

제11장 실존주의 교육철학 ································································225

제1절 실존주의 등장배경 ···························································228

제2절 실존주의의 철학적 특성 ·····················································229

제3절 실존주의의 본질 ······························································230

제4절 실존주의의 철학적 근거 ·····················································233

제5절 실존주의의 역사 ······························································235

제6절 실존주의 교육의 성격 ························································237

제7절 실존주의 교육이론 ···························································239

제8절 실존주의의 교육원리 ·························································243

제9절 교육사적 의의와 한계 ························································245

∙ 참고문헌 ············································································248

제12장 분석 교육철학 ······································································251

제1절 분석철학의 등장배경 ·························································253

제2절 분석철학의 성격 ······························································255

제3절 분석 교육철학의 기능과 교육원리 ··········································257

제4절 분석 교육철학의 흐름 ························································259

제5절 분석철학과 교육 ······························································263

제6절 분석철학의 교육이론 ·························································264

제7절 교육사적 의의와 한계 ························································267

∙ 참고문헌 ············································································271

제13장 비판 교육철학 ······································································273

제1절 비판이론의 등장배경 ·························································275

제2절 비판 교육이론의 성격 ························································278

제3절 비판 교육이론의 성립과정 ···················································285

제4절 비판이론과 교육 ······························································286

제5절 비판이론의 교육이론 ·························································289

제6절 교육사적 의의와 한계 ························································292

∙ 참고문헌 ············································································296

제14장 포스트모더니즘의 교육철학 ·····················································299

제1절 포스트모더니즘의 등장배경 ··················································301

제2절 포스트모더니즘에 대한 논의의 다양성 ·····································303

제3절 포스트모더니즘의 기본 개념 ················································306

제4절 포스트모더니즘의 성격 ······················································308

제5절 포스트모더니즘의 사상적 특징 ··············································309

제6절 포스트모더니즘과 교육 ······················································313

제7절 교육사적 의의와 한계 ························································316

∙ 참고문헌 ············································································319

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저자소개

신재흡 교수

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한국교원교육학회 감사 및 홍보기금위원장, 대외협력위원장, 중등교육위원장(역임)

한국교육학회 선거관리위원장

한국교육정책연구소 전문위원

현) 한국교원교육학회 부회장 선출위원장

한국교육행정학회 이사, 주삼환 교육리더십상위원회 위원

한국유아교육ㆍ보육복지학회 부회장

한성대학교 교양교직학부 교직과정/교육대학원 교수

<저서>

서양교육변천사 탐구(교육과학사, 2021)

한국교육변천사 탐구(동문사, 2020)

교육학개론(동문사, 2015)

한국 교육행정발달사 탐구(공)(집문당, 2005)

학교경영의 이론과 실제(공)(학이당, 2006) 외 다수

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