교육의 발견 > 교육사,교육철학/교육사상/도덕교육

이 책은 전문적이고 체계를 갖춘 교육학 전공 서적과는 거리가 멉니다. 제가 평생 일상적으로 강의할 때마다 교육학의 기초에 대한 이해를 돕기 위하여 수강생들에게 말해 왔던 주요 에피소드, 또는 수강생들과 주고받은 질의응답들을 두서없이 모아 보았습니다. 비록 이 책에서는 일반인들이 이 시대의 교육 문제와 관련하여 충분히 궁금해할 만한 중요한 질문들을 다루고 있지만, 대학 강의이니만큼 그렇다고 해서 그 내용이 결코 가볍거나 쉽다고만 할 수 없을 것입니다. 

목차

프롤로그 ···················································································3

제1강 교육의 목적으로서 ‘전인’은 어떤 사람인가 ···················13

제2강 지혜는 가르칠 수 있는가 ···············································25

제3강 학교는 왜 가야 하는가 ··················································47

제4강 아이와 어른은 어떻게 구분할 수 있는가·························67

제5강 교육과정의 재개념화 ····················································73

제6강 수업은 왜 하는가 ··························································97

제7강 좋은 수업은 어떤 수업인가 ·········································115

제8강 교사는 어떤 존재인가 ·················································143

제9강 평가의 한계와 역설 ····················································159

제10강 통합교과는 왜 가르쳐야 하는가 ·······························193

제11강 일과 여가, 그리고 교사의 삶 ····································207

제12강 ‘지금’의 교육학 ························································223

제13강 임금과 사례는 어떻게 다른가 ···································243

제14강 교육환경과 교육상황의 차이 ····································247

제15강 교육의 역습 ······························································257

에필로그 ··············································································268

이 책에서 참조한 문헌들 ······················································275

찾아보기 ··············································································279

저자소개

김승호(schole@gjue.ac.kr)

서울대학교 국어교육학과(학사)

서울대학교 대학원 교육학과(석사, 박사)

언남 · 삼성고 국어교사

공주교육대학교 교무처장

현 공주교육대학교 교수

주요 저서

통합교과 교육론(공저), 1998

스콜라주의 교육목적론, 2004

초등학교교육의 이해, 2005

여가란 무엇인가: 여가와 교육, 2015

통합교과의 이론과 실제(공저), 2015

교육과정과 수업(공저), 2019

수업이란 무엇인가, 2019

교육과정철학, 2021

배송

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