조선유학의 교육철학사상 변주 1
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| Publication Date | 2020/12/31 |
| Pages/Weight/Size | 160*232*18mm |
| ISBN | 9788949949369 |
| Categories | 사회 정치 > 교육 |
Description
조선유학에서 찾는 교육 철학사상
조선유학은 주자학(朱子學)을 기초로 하는데, 주자학 형성의 근거이자 확장은 성리학(性理學)이다. 공자가 초기 유학을 집대성하기 이전부터 유학은 교육의 중요성을 강력하게 피력했다. ‘가르침과 배움’이라는 교학(敎學)은 군주와 백성사이에 이루어지는 교화(敎化)의 형태로 최고의 인격체인 군주는 어리석은 상황에 처에 있는 백성[피교육자]에게 교화의 주체로서 덕망을 갖추고 자기 수양을 해야 하는 것이 군주로서 당연한 의무이자 도리였다.
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.
조선유학은 주자학(朱子學)을 기초로 하는데, 주자학 형성의 근거이자 확장은 성리학(性理學)이다. 공자가 초기 유학을 집대성하기 이전부터 유학은 교육의 중요성을 강력하게 피력했다. ‘가르침과 배움’이라는 교학(敎學)은 군주와 백성사이에 이루어지는 교화(敎化)의 형태로 최고의 인격체인 군주는 어리석은 상황에 처에 있는 백성[피교육자]에게 교화의 주체로서 덕망을 갖추고 자기 수양을 해야 하는 것이 군주로서 당연한 의무이자 도리였다.
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.
Contents
머리말
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. 동몽선습의 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) 성학십도의 사유 구조 ························································ 45
3) 성학십도의 철학적 분류 ····················································· 57
3. 성학십도의 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 격몽요결과 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. 대학과 성학집요의 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. 치국평천하의 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. 전문의 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
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. 동몽선습의 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) 성학십도의 사유 구조 ························································ 45
3) 성학십도의 철학적 분류 ····················································· 57
3. 성학십도의 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 격몽요결과 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. 대학과 성학집요의 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. 치국평천하의 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. 전문의 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