인간과 배움의 이해

머리말 / 3
추천사 / 8

제1부 인간이란 어떤 존재인가

1 이성적ㆍ합리적 존재 ·················································································17
(1) 플라톤 ··································································································17
(2) 아리스토텔레스 ······················································································22
(3) 칸트 ·····································································································26
◆ 참고문헌 ································································································33

2 감성적ㆍ자연적 존재 ·················································································35
(1) 공자와 맹자의 仁義之心············································································35
(2) 루소의 자기애와 자연성 ··········································································38
(3) 노장사상의 무위자연(無爲自然)의 인간관: 학의 다리가 길다고 자르지 말라 ···43
◆ 참고문헌 ································································································58

3 의지적ㆍ본래적 존재 ·················································································59
(1) 실존은 본질에 앞선다 ·············································································59
(2) 본래적인 인간, 비 본래적인 인간 ·····························································63
◆ 참고문헌 ································································································67

4 영적ㆍ종교적 존재 ····················································································69
(1) 아우구스티누스와 코메니우스의 영적 인간관 ·············································69
(2) 키에르케고어의 역설 개념과 종교적 인간성 ···············································98
◆ 참고문헌 ······························································································120

제2부 삶의 유형과 배움

1 정치와 배움 ···························································································125
(1) 정치적 삶과 배움 ·················································································125
(2) 자유주의, 공동체주의 그리고 교육 ··························································130
(3) 시민 교육의 방향 ·················································································160
◆ 참고문헌 ······························································································193

2 문화와 배움 ···························································································197
(1) 문화적 삶과 배움 ·················································································197
(2) 다문화교육 ··························································································201
(3) 현대 문화와 자율성 ··············································································230
◆ 참고문헌 ······························································································258

3 종교와 배움 ···························································································263
(1) 종교적 삶과 배움 ·················································································263
(2) 공자의 교육사상에 나타난 배움과 사고 ···················································268
(3) 맹자 사상을 통해 본 배움 ·····································································297
(4) 예수 그리스도의 가르침과 교사상 ··························································319
◆ 참고문헌 ······························································································347

제3부 바람직한 배움이란 무엇인가

1 '프로네시스'에 담긴 가르침과 배움 ···························································353
(1) 서론 ···································································································353
(2) 인간의 행복과 프로네시스 ·····································································356
(3) 덕(德)과 프로네시스 ·············································································361
(4) 프로네시스와 가르침 ············································································370
(5) 프로네시스와 배움 ···············································································375
(6) 결론: 가르침과 배움의 프로네시스 ·························································381
◆ 참고문헌 ······························································································385

2 사고의 교육적 의미 ················································································387
(1) 서론 ···································································································387
(2) 듀이의 반성적 사고 개념 ······································································388
(3) 시걸의 비판적 사고 개념 ······································································395
(4) 립맨의 협력적 탐구로서의 사고 ·····························································403
(5) 결론 ···································································································407
◆ 참고문헌 ······························································································412

3 관계 형성과 배움 ···················································································413
(1) 서론 ···································································································413
(2) Noddings 배려 관계 이론에 기초한 교육의 본래적 관계의 준거 ················418
(3) 공자의 교육 실천을 통해 본 본래적 관계의 실제 ·····································426
(4) 결론 및 종합논의 ·················································································434
◆ 참고문헌 ······························································································439

4 정약용의 인간관과 배움 ··········································································441
(1) 들어가며 ·····························································································441
(2) 다산의 문제의식: 성리학적 인간관과 교육관에 대한 반성 ··························443
(3) 공자 교육사상의 창조적 계승 ·································································447
(4) 맺음말 ································································································459
◆ 참고문헌 ······························································································465

5 빌둥과 본래성: 참 자아를 찾는 배움 ························································467
(1) 들어가며 ·····························································································467
(2) 빌둥의 의미 ························································································469
(3) 본래성의 의미 ·····················································································478
(4) 빌둥과 본래성 비교 ··············································································485
(5) 나오며: 빌둥과 본래성의 교육적 함의 ·····················································491
◆ 참고문헌 ······························································································494

찾아보기 ··································································································497

심승환 [약력]
서울고등학교 졸업
고려대학교 교육학과 졸업
고려대학교 대학원 교육철학 전공 석사
Loyola University of Chicago, Ph.D.(박사)
부산외국어대학교 교수
UCLA 교환 교수
한국교육철학학회, 한국교육사상학회, 안암교육학회 이사
현재 안양대학교 교수

[저서 및 역서]
Two Model Teachers Jesus and Confucius(PA: Xlibris)
가르침과 배움의 철학(교육과학사)
탈구조주의와 교육(교육과학사)
현대 교육철학의 다양한 흐름(학지사)
교육철학 및 교육사 사유와 실천(신정출판사)
교육은 사랑이다(교육과학사)
어울림의 교육철학 (교육과학사)

[주요논문]
A Philosophical Investigation of the Role of Teachers: A Synthesis of Plato, Confucius, Buber and Freire (Teaching and Teacher Education)
A Study on the Significance of Spiritual Learning and Teaching Through Augustine's Confessions (Religious Education)
The Existential Meaning of Death and Reconsidering Death Education through the Perspectives of Kierkegaard and Heidegger (Educational Philosophy and Theory)
Resonance as an educational response to alienation and acceleration in contemporary society (Asia Pacific Education Review)
인간 본성의 교육적 의미: 합리성, 자연성, 본래성의 통합적 고찰(교육철학연구)
교육철학 연구의 학문지도(교육사상연구)
자유주의와 공동체주의의 종합적 고찰을 통한 가르침의 목적 고찰(한국교육학 연구)
메이슨과 콜의 교육관을 통한 자유교육의 새로운 방향 탐색(교육사상연구) 외 다수