조선유학의 교육철학사상 변주 1
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조선유학에 관하여 다룬 저서들은 이미 많으나 조선유학에서 교육철학사상을 정돈한 사례는 적은 실정이다. 이 책은 조선유학을 교육학의 관점에서 정리한 것이다. 조선 중기 유학자 가운데 교육철학사상에 의미를 부여할만한 유학자 7명을 선정하여 다룬다. 아동교육의 차원에서 다룬 소요당 박세무(逍遙堂朴世茂,1487∼1564)를 비롯하여 성인교육 및 지도자 교육, 일반교육, 유학교육철학사상의 심화 등에 대해 퇴계 이황(退溪李滉, 1501∼1570), 남명 조식(南冥曺植, 1501∼1572), 율곡 이이(栗谷李珥, 1536∼1584), 내암 정인홍(來庵鄭仁弘, 1535∼1623), 석탄 이신의(石灘李愼儀, 1551∼1627), 여헌 장현광(旅軒張顯光, 1554∼1637) 등이다.
작가정보
고려대학교 교육학과 교수
학력
고려대학교 학사(교육학/철학)
한국학중앙연구원 석사(철학)
고려대학교 박사(교육사철학)
경력
경희대학교 교육대학원 교수 / 학부대학 부학장
고려대학교 입학사정관실 실장 / 교양교육실 실장 / 교육문제연구소 소장 / 평생교육원 원장
율곡학회 교육분과위원장 / 한국교육사학회 편집위원장 / 한국교육철학학회 회장 / 한중철학회 회장
논저
중용 교육사상의 현대적 조명 / 유교의 교육학 체계 / ?대학? 유교의 지도자 교육철학 / 한글 사서(대학?논어?맹자?중용) / 함양과 체찰 / 율곡 이이의 교육론 / 정약용의 고해 / 유교 사서의 배움론 / 주역절중/ 주역 64괘와 384효의 본질 / 논어집주상설 외 100여 편
목차
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서언 조선 유학교육의 사상적 기초 - 원시유학에서 성리학까지 1
1장 아동교육의 현실화와 구체적 양상 ? 소요당 박세무의 ?동몽선습? ?
1. 여는 글 ···················································································· 17
2. 유학의 아동교육 ······································································ 20
3. ?동몽선습?의 교육과정 ··························································· 23
1) 아동교육의 전체과정 ····························································· 23
2) ‘서문’-인간의 존재 이유 ························································ 25
3) 오륜의 윤리교육 ··································································· 27
4) 총론-효도의 근원성과 교육의 의미 ········································· 30
5) 역사교육의 중요성 ································································ 33
4. 닫는 글 ···················································································· 36
2장 지도자 교육의 기본 모형? 퇴계 이황의 ?성학십도? ?
1. 여는 글 ···················································································· 41
2. 철학사상의 재인식 ··································································· 43
1) 철학의 분류 ·········································································· 43
2) ?성학십도?의 사유 구조 ························································ 45
3) ?성학십도?의 철학적 분류 ····················································· 57
3. ?성학십도?의 교육철학적 위상 ················································ 59
1) 전통교육사상으로서 유학 ······················································· 59
2) 교육철학사상의 재구성 ·························································· 62
4. 닫는 글 ···················································································· 67
3장 깨달음의 각성 교육 ? 퇴계 이황의 내면 지향 학문 ?
1. 여는 글 ···················································································· 71
2. ‘경(敬)’에 관한 인식 ································································· 72
3. ‘경(敬)공부’의 특징 ··································································· 80
1) 단정한 몸가짐의 실천 ···························································· 82
2) 자주적인 의식의 각성 ···························································· 85
3) 도덕적 자아의 구현 ······························································· 88
4. 닫는 글 ···················································································· 90
4장 내면과 외면의 조화교육 ? 남명 조식의 ?학기유편? ?
1. 여는 글 ···················································································· 95
2. ‘경(敬)-의(義)’의 조화 ······························································· 98
3. 교육의 궁극적 지향?평천하 ················································· 112
4. 닫는 글 ·················································································· 116
5장 일반교육의 체계화? 율곡 이이의 ?격몽요결?과 ?학교모범? ?
1. 여는 글 ·················································································· 121
2. 경계와 성찰의 개인교양??격몽요결? ··································· 123
3. 풍속교화와 지성인 기풍 확립??학교모범? ··························· 132
4. 닫는 글 ·················································································· 141
6장 지성인 교육의 심화 ? 율곡 이이의 ?성학집요? ?
1. 여는 글 ·················································································· 147
2. ?대학?과 ?성학집요?의 체제 및 내용 ··································· 150
3. 수기교육의 심화와 특징 ························································ 154
1) 교육의 맥락과 시작; ‘입지’의 열정 ······································· 154
2) 교육의 과정; ‘수렴-궁리’의 탐구 ··········································· 156
3) 교육의 목적; ‘성실-교기질-양기-정심-검신’의 유기체 ·············· 160
4) 교육의 심화와 효과; 회덕량 보덕 돈박 공효 ························· 167
4. 제가 이론과 정가의 교육실천 ················································ 170
1) 정가의 내면적 기초; 효경 형내 교자 ···································· 170
2) 정가의 외면적 구현; 친친 근엄 절검 ···································· 176
5. 치국?평천하의 정치철학 ························································ 182
1) 위정의 실천 기초; 용현 취선 식시무 법선왕 근천계 ·············· 182
2) 위정의 실제 구현; 립기강 안민 명교 ···································· 188
6. 닫는 글 ·················································································· 193
7장 수양교육의 사회적 실천 ? 내암 정인홍의 실천교육 정신 ?
1. 여는 글 ·················································································· 199
2. 인간적 풍모와 학문 연원 ······················································· 201
1) 인간적 풍모 ········································································ 201
2) 수양과 실천학의 연원 ·························································· 206
3. 수양교육과 사회적 실천 ························································ 216
1) 수양교육의 이행 ·································································· 216
2) 의리와 사회적 실천 ····························································· 222
4. 닫는 글 ·················································································· 227
8장 지성인의 교육철학 확장? 석탄 이신의의 ?대학차록? ?
1. 여는 글 ·················································································· 233
2. 교육인간학의 재 관찰 ···························································· 236
3. 인간학의 본질과 작용의 실천성 ············································ 240
4. 「전문」의 해석 ········································································ 247
5. 닫는 글 ·················································································· 255
9장 성리학 교육의 철학사상 심화? 여헌 장현광의 학문적 독특성 ?
1. 여는 글 ·················································································· 259
2. 교육철학사상 형성의 기저 ····················································· 261
3. 유학교육 철학사상의 재확인과 확장 ······································ 265
1) ‘성인-군주’의 자기교육 ························································ 265
2) ‘성-경’의 공부철학 ······························································· 268
3) ‘분-합’의 조화교육 ······························································· 274
4. 닫는 글 ·················································································· 277
결어 요약과 전망 279
참고문헌 287
찾아보기 297
기본정보
ISBN | 9788949949369 | ||
---|---|---|---|
발행(출시)일자 | 2020년 12월 31일 | ||
쪽수 | 312쪽 | ||
크기 |
159 * 231
* 23
mm
/ 587 g
|
||
총권수 | 1권 | ||
시리즈명 |
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