한국 교육사상의 맥 > 교육사,교육철학/교육사상/도덕교육

한국인이 지닌 보편적이며 특수한 인간관 또는 세계관은 일시에 이루어진 것이 아니며, 한국인 특유의 오랜 생활 경험과 사상적 전통을 통해 형성된 것이다. 따라서 한국인의 삶에 의미를 부여하고 가치관을 형성케 하며 행위를 선택하는 준거가 되어왔던 단군신화, 선도사상, 화랑도사상, 불교사상, 유교사상, 실학사상, 천주교사상, 동학사상, 기독교사상 등의 사상이 지니고 있던 기본적인 인간관과 그것에서 비롯된 가치 규범, 사고방식 등에 대한 역사적 분석과 검토는 매우 중요한 의미를 갖는다. 즉 우리의 전통사상 속에 담긴 인간에 대한 태도와 관점은 무엇이며, 그것이 과거 한국인의 성격을 규정하는 데 어떠한 교육적 기능을 담당했으며, 오늘날의 교육 현실에 미치는 영향은 무엇인가의 질문은 한국 교육의 심층을 탐구한다는 점에서 중요한 의의를 갖는다.

따라서 본 저서는 우리나라 교육의 사상적 관류를 통하여 그 맥과 혈을 탐구해보고자 시도되었다. 이 책의 내용 이해력을 높이기 위해 가능한 한 내용을 쉽게 풀어 썼으며 시각적 효과를 높이기 위하여 다양한 그림이나 사진들을 삽입해 넣었다. 사진과 그림을 삽입함으로써 ‘한국 교육사상’에 대한 딱딱한 이미지가 어느 정도 완화될 수 있을 것이며 교재의 내용을 이해하는 데 큰 도움을 줄 것으로 본다. 또한 본서는 한국 교육사상에 대한 다양한 내용들을 전달하기 위해 쉽게 풀어 쓰면서 <학습목표>, <Keyword>, <생각해 봅시다> 등을 포함시킴으로써 교육현장의 활용도를 높이고자 하였다.

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제1장 교육사상사의 개관 ·······························································11

제1절 교육사상사의 의미 ··························································13

제2절 교육사상사의 접근방법 ·····················································14

제3절 교육사상사의 성격 ··························································19

제2장 단군신화의 교육사상 ····························································21

제1절 단군신화의 사상적 의미 ···················································23

제2절 단군신화에 나타난 교육원형 ··············································27

제3절 고조선의 성립 ································································35

제4절 고조선의 교육 ································································37

제5절 교육원형에서 본 한국 교육의 병리현상 ·································40

제3장 선도(仙道) 사상과 교육 ························································43

제1절 선도의 역사 ··································································45

제2절 선도의 본질과 성격 ·························································47

제3절 선도의 교육 사상적 의의 ··················································49

제4장 화랑도의 교육사상 ·······························································53

제1절 화랑도의 기원 ································································55

제2절 화랑도의 사상 ································································62

제3절 화랑도의 교육사상 ··························································70

제4절 화랑도의 발전과정 ··························································74

제5절 화랑도 사상의 계승 ·························································76

제6절 화랑도 교육 사상적 의의 ··················································79

제5장 불교의 교육사상 ··································································83

제1절 불교의 역사 ··································································85

제2절 불교의 종교적 특징과 교육적 영향 ·····································100

제3절 한국 불교의 전개 과정 ···················································103

제4절 불교의 교육사상 ····························································106

제5절 자비의 교육철학 ····························································120

제6절 불교의 교육사상가 ·························································123

제7절 불교의 교육 사상적 의의 ·················································138

제6장 유교의 교육사상 ·································································143

제1절 유교의 역사와 사상 ·······················································145

제2절 유학의 교육이론 ····························································190

제3절 성리학(신유교)과 교육사상 ···············································193

제4절 한국의 유교 역사와 교육 ·················································200

제5절 유교 교육사상가 ····························································217

제6절 한국 유학에 대한 역사적 평가 ··········································246

제7절 유교의 교육 사상적 의의: ‘인자’(仁慈)한 교육관 ····················248

제7장 실학의 교육사상 ·································································251

제1절 실학사상의 등장 배경 ·····················································253

제2절 실학의 특징 ·································································254

제3절 실학의 발전 과정 ··························································256

제4절 실학의 학문적 토대 ·······················································258

제5절 실학의 교육적 인간상 ·····················································260

제6절 실학의 공헌점과 한계 ·····················································261

제7절 교육사상가 ··································································262

제8절 실학의 교육 사상적 의의 ·················································280

제8장 천주교의 교육사상 ······························································283

제1절 천주교의 전래과정 ·························································285

제2절 조선 천주교의 근대적 교육활동 ·········································296

제3절 천주교의 교육사상에 대한 공헌과 근대교육에 미친 영향 ··········308

제4절 천주교의 교육 사상적 의의 ··············································314

제9장 동학의 교육사상 ·································································321

제1절 동학의 발생 배경 ··························································323

제2절 동학의 근본사상 ····························································328

제3절 동학의 교육관 ······························································338

제4절 동학의 교육사상 ····························································345

제5절 동학의 교육사업 전개 ·····················································364

제6절 동학의 교육 사상적 의의 ·················································367

제10장 기독교의 교육사상 ······························································371

제1절 기독교의 수용과 민족의식의 형성 ······································374

제2절 근대 기독교 학교의 성립 ·················································381

제3절 구한말(개화기) 기독교 교육의 특성 ·····································387

제4절 기독교 학교의 교육활동 ··················································392

제5절 기독교(교육)의 전개과정 ··················································419

제6절 기독교의 교육 사상적 의의 ··············································421

참고문헌 ············································································431

찾아보기 ·············································································440

저자소개

<경력>

한국교원교육학회 부회장

한국유아교육 ‧ 보육복지학회 부회장

한국교육행정학회 이사 및 주삼환 교육리더십상 위원회 위원

경기도 교육정책자문위원회 위원

한성대학교 교육대학원 교수

<저서>

한국 교육행정발달사 탐구(공)(2005)

한국교육변천사 탐구(2020)

서양교육변천사 탐구(2021)-2022년도 세종도서 학술부문 우수도서 선정

서양교육철학(2022)

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