도덕과교육론(도덕교육연구시리즈 1)

머리말 ························································································3

제1장 도덕과교육의 이해 ·························································11
1. 도덕과교육의 정체성 ···························································12
2. 인성교육과 도덕과교육 ························································23
3. 도덕과교육의 성격 ·······························································39
4. 논의: 도덕과교육학의 정립 ··················································53

제2장 도덕과교육의 발달적 기초 ··············································59
1. 인지발달 이론 ······································································61
2. 도덕성 발달의 다른 목소리 ··················································77
3. 중추발달지대와 손상학 ························································87
4. 논의: 도덕성 발달의 이론적 쟁점 ·······································101

제3장 도덕과교육의 사회적 기초 ············································109
1. 도덕적 사회화 ·····································································112
2. 습관과 관례 ········································································129
3. 덕과 전통 ············································································148
4. 논의: 도덕과교육에서의 개인과 사회 ··································161

제4장 도덕과교육 이론의 새 지평 ···········································167
1. 심성함양과 내러티브 ··························································169
2. 심성으로서의 흥미 ·····························································187
3. 자아형성과 해석 ································································205
4. 논의: 심성함양과 교육윤리학 ·············································223

제5장 도덕과 수업의 성격과 교사의 역할 ·······························231
1. 도덕과 수업과 가치의 정립 ················································232
2. 부정적 수업으로서의 도덕과 수업 ······································243
3. 도덕과 수업의 원리로서의 교학상장 ··································258
4. 논의: 품격의 구현체로서의 교사 ········································281

주 ··························································································285

찾아보기 ················································································313

박대호 (朴大虎)

광주교육대학교에서 칸트(I. Kant)의 윤리학에 관한 연구로 석사학위를, 한국교원대학교에서 헤르바르트(J. F. Herbart)의 교육학에 관한 연구로 박사학위를 취득하였다. 현재 청주교육대학교 윤리교육과 교수로 재직하고 있으며, 주로 도덕교육이론과 도덕과교육방법론을 연구하고 있다. 저서로는 「도덕철학과 도덕교육」(2021)이 있으며, 주요 논문으로는 "인격형성의 원리로서의 교학상장", "도덕과교육과 부정적 수업", "헤르바르트의 교육적 슬기 개념: 교육이론의 메타프락시스적 성격" 등이 있다.