조선유학의 교육철학사상 변주 2(경인한국학연구총서 177)(양장본 HardCover)

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서언 조선 후기 유학교육의 실제성과 현실성 1



1장 지도자 교육의 지평 확장 ? 백호 윤휴의 ?대학? 재해석 ?

1. 여는 글 ···················································································· 11

2. 교육 실천과 핵심 철학 ···························································· 15

1) 배움의 양식 ·········································································· 15

2) 실천적 주체의식 ··································································· 18

3. '격물치지' 이해의 독특성 ························································· 26

1) 격물; 사물의 이치를 감통하는 도 ··········································· 26

2) 치지; 박학?심문?심사?명변의 공부 ········································· 30

4. 닫는 글 ···················································································· 33



2장 성리학 교육철학의 시각 확대 ? 서계 박세당의 ?사변록 중용? ?

1. 여는 글 ···················································································· 37

2. 신사?명변의 교육 개편 ···························································· 40

3. 원의에 충실하려는 회의 ·························································· 44

1) 해체와 재 정돈 ····································································· 44

2) 사람의 길 ············································································· 46

3) 효의 실천 ············································································· 52

4) 사람다움의 길 ······································································· 56

4. 닫는 글 ···················································································· 59



3장 교육의 새로운 수용 양상 ? 농암 김창협의 지각론 전개 ?

1. 여는 글 ···················································································· 63

2. 우주론 인식 ············································································· 65

3. 학문비평의 객관성 ··································································· 68

4. 학문 수용과 전변 ···································································· 72

5. 지각 이론 ················································································ 75

6. 닫는 글 ···················································································· 80



4장 인간 이해와 교육정신의 쇄신 ?초정 박제가의 ?북학의??

1. 여는 글 ···················································································· 85

2. 인간다움의 기준과 지향 ·························································· 88

1) 삶의 근본을 인식한 일하는 존재 ············································ 88

2) 삼사를 추구하는 존재 ···························································· 95

3. 실용교육의 근본 문제 ···························································· 101

1) 과거제 비판과 인재선발 ······················································· 101

2) 실용성과 전문성의 겸비 ······················································· 109

4. 닫는 글 ·················································································· 113



5장 효의 교육철학과 현대성 ?정조 이산과 여유당 정약용의 효 사상 ?

1. 여는 글 ·················································································· 119

2. 효의 본질적 맥락 ··································································· 123

3. 효사상의 인식과 실천 ···························································· 127

1) 교육태도 ············································································· 127

2) 언어와 행위 ········································································ 129

3) 의리와 본분 ········································································ 141

4. 닫는 글 ·················································································· 148



6장 인간성과 교육의 과정 ?추사 김정희의 「적천리설」?

1. 여는 글 ·················································································· 153

2. 인간성 인식 ··········································································· 155

3. 교육의 목표와 지향 ······························································· 160

4. 교사의 교육 인도 ··································································· 166

5. 자기 물음과 노력 ··································································· 171

6. 닫는 글 ·················································································· 175



7장 인간의 자질과 실사구시 ?추사 김정희의 「인재설」과 「실사구시설」?

1. 여는 글 ·················································································· 179

2. 사람의 자질과 공부의 가능성 ················································ 181

3. 진정한 공부로서 실사구시 ····················································· 189

4. 닫는 글 ·················································································· 201



8장 경전 주석과 교육의 토대 ?호산 박문호의 ?논어집주상설??

1. 여는 글 ·················································································· 207

2. 주석을 통한 초학자 교육 ······················································· 210

3. 보충을 통한 재 구명 ····························································· 216

4. 닫는 글 ·················································································· 226



9장 개화기 유학교육 사상의 변화 ?백암 박은식의 「학규신론」?

1. 여는 글 ·················································································· 231

2. 교육사상의 흐름 ···································································· 234

1) 기독교와 교육활동 ······························································· 234

2) 민족 선각자의 교육운동 ······················································· 236

3) 신학교 체제와 유학교육 ······················································· 238

3. 유학교육의 시무책 ································································· 243

1) 교육의 기본 바탕 ································································ 243

2) 선진 교육의 원용 ································································ 249

4. 닫는 글 ·················································································· 254



결어 요약과 전망 257

참고문헌 265

찾아보기 274

신창호 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