조선유학의 교육철학사상 변주 2
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| Publication Date | 2020/12/31 |
| Pages/Weight/Size | 160*232*17mm |
| ISBN | 9788949949376 |
| Categories | 사회 정치 > 교육 |
Description
조선유학에서 찾는 교육 철학사상
이 책은 ‘『조선유학의 교육철학사상 변주』Ⅰ?성리학의 확장과 심화?’에 이어 17세기 중·후반 이후 20세기 초반까지 조선유학이 지닌 교육철학사상의 몇몇 특징을 조명한다. 동일하게 교육철학사상에 의미를 부여할만한 유학자 9명을 선정하여 다룬다. 사문난적(斯文亂賊)으로 고초를 겪었던 백호 윤휴(白湖 尹?, 1617∼1680)를 비롯하여, 서계 박세당(西溪 朴世堂,1629∼1703), 농암 김창협(農巖 金昌協, 1651∼1708), 초정 박제가(楚亭 朴齊家, 1750∼1805), 정조 이산(正祖 李?, 1752∼1800)과 다산 정약용(茶山丁若鏞, 1762∼1836), 추사 김정희(秋史 金正喜, 1786∼1856), 호산 박문호(壺山 朴文鎬, 1846∼1918), 백암 박은식(白巖 朴殷植, 1859∼1925) 등이다.
이 책은 ‘『조선유학의 교육철학사상 변주』Ⅰ?성리학의 확장과 심화?’에 이어 17세기 중·후반 이후 20세기 초반까지 조선유학이 지닌 교육철학사상의 몇몇 특징을 조명한다. 동일하게 교육철학사상에 의미를 부여할만한 유학자 9명을 선정하여 다룬다. 사문난적(斯文亂賊)으로 고초를 겪었던 백호 윤휴(白湖 尹?, 1617∼1680)를 비롯하여, 서계 박세당(西溪 朴世堂,1629∼1703), 농암 김창협(農巖 金昌協, 1651∼1708), 초정 박제가(楚亭 朴齊家, 1750∼1805), 정조 이산(正祖 李?, 1752∼1800)과 다산 정약용(茶山丁若鏞, 1762∼1836), 추사 김정희(秋史 金正喜, 1786∼1856), 호산 박문호(壺山 朴文鎬, 1846∼1918), 백암 박은식(白巖 朴殷植, 1859∼1925) 등이다.
Contents
머리말
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
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