- | 경인한국학연구총서 177 |
- 조선유학의 교육철학사상 변주 Ⅱ
- 21,000원
- 21,000원
- 판매중
- 경인문화사
- 양장
- 152*224mm(A5신)
- 288쪽
- 2020년 12월 31일
- 9788949949376
- 책 소개
- 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 尹鑴, 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 李祘, 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.
- 목차
- 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
