변혁적 도덕 역량 증진을 위한 도덕교육론 (양장본 Hardcover)

정창우

정창우는서울대학교사범대학윤리교육과교수이다.현재한국도덕윤리과교육학회회장을맡고있으며,서울대학교인성교육연구센터장,국가인성교육진흥위원회위원,국회인성교육실천포럼자문위원,한국교육과정평가원교육과정자문위원,국가교육과정기술자문회의교육과정연구위원등을역임했다.인성교육지도자료인[마음아람프로젝트(중학교용)](2015),[안다미로프로젝트(고등학교용)](2016)개발의책임자로참여하였다.또한중학교[도덕1,2],고등학교[통합사회],[윤리와사상],[생활과윤리],[인문학적상상여행],[인문학적감수성과도덕적상상력]과목의교과용도서개발책임을맡았다.주요저서로는[도덕교육의새로운해법(2판)],[21세기인성교육프레임],[인성교육의이해와실천],[교사,인성교육을생각하다](공저),[도덕과교육의이론과쟁점],[도덕과교수·학습방법및평가](공저),[도덕과교재연구및지도법](공저),[윤리와논술Ⅰ],[질문하는십대,대답하는인문학](공저),[행복은어디에서오는가](공저)[TeacherEffectiveness](공저),[CriticalPerspectivesonValuesEducationinAsia](공저)등이있고,주요역서로는[논쟁수업으로시작하는민주시민교육](공역),[도덕발달의이론과적용],[도덕철학과도덕교육],[도덕심리학과도덕교육],[도덕적민주적역량,어떻게기를것인가](공역),[도덕·가치교육을위한100가지방법](공역),[무엇을위해살것인가](공역),[정의와배려](공역),[실패하는학교](공역),[날마다만나는10분윤리동화](공역),[다문화주의윤리학](공역)등이있다.

머리말/3

제1부도덕심리학에기초한도덕교육론
제1장반두라‘도덕적이탈이론’의도덕교육적함의··································17
Ⅰ.머리말············································································17
Ⅱ.반두라‘도덕적이탈’개념의이해··············································18
Ⅲ.도덕적이탈의메커니즘·························································21
Ⅳ.도덕적이탈이론에기초한도덕교육실천방안·······························28
Ⅴ.맺음말············································································43

제2장도덕교육방법개선을위한하이트도덕심리이론의적용방안···············47
Ⅰ.머리말············································································47
Ⅱ.하이트도덕심리이론의특징및한계···········································49
Ⅲ.도덕매트릭스를활용한대인관계증진교육,통일ㆍ다문화ㆍ시민교육개선방안······54
Ⅳ.하이트이론을활용한도덕과수업모형설계및활용방안···················58
Ⅴ.맺음말············································································73

제3장나바에즈‘통합적윤리교육모형’의도덕교육적함의··························77
Ⅰ.머리말············································································77
Ⅱ.나바에즈의전문성개념및윤리적기술에대한이해·························80
Ⅲ.나바에즈의윤리적기술함양방법·············································92
Ⅳ.도덕과‘기능’설정및함양을위한나바에즈이론의시사점·················100
Ⅴ.맺음말···········································································108

제4장호프만공감이론의특성과도덕심리학적함의································111
Ⅰ.머리말···········································································111
Ⅱ.호프만의공감개념및친사회적행동과의관계······························112
Ⅲ.호프만의공감발달이론의이해···············································114
Ⅳ.호프만과콜버그이론의타당한관계설정:도덕적동기화를중심으로······129
Ⅴ.맺음말···········································································132

제5장도덕적메타인지의중요성과함양방안·········································137
Ⅰ.머리말···········································································137
Ⅱ.도덕적메타인지에대한이해··················································138
Ⅲ.도덕발달을위한도덕적메타인지의중요성··································151
Ⅳ.도덕과에서도덕적메타인지함양방안·······································157
Ⅴ.맺음말···········································································165

제2부윤리사상에기초한도덕교육론
제6장아리스토텔레스‘시민적우정’의도덕교육적함의·····························185
Ⅰ.머리말···········································································185
Ⅱ.아리스토텔레스‘시민적우정’의이해및현대적의의························188
Ⅲ.도덕과에서기존접근의한계와시민적우정의중요성·······················205
Ⅳ.아리스토텔레스‘시민적우정’의도덕과적용방안···························210
Ⅴ.맺음말···········································································216

제7장스토아사상에기초한도덕교육개선방안·····································221
Ⅰ.머리말···········································································221
Ⅱ.스토아학파의사상이해························································223
Ⅲ.스토아사상의도덕교육적함의················································248
Ⅳ.맺음말···········································································256

제8장동서양윤리사상에기초한‘심미적도덕역량’증진방안····················261
Ⅰ.머리말···········································································261
Ⅱ.‘미’와‘선’의관계에대한동서양의전통및근ㆍ현대적관점···············263
Ⅲ.‘심미적감성역량’의의미와도덕과의관계··································279
Ⅳ.도덕과에서‘심미적도덕역량’증진을위한두가지접근법·················288
Ⅴ.도덕과에서‘심미적도덕역량’함양방안·····································290
Ⅵ.맺음말···········································································295

제9장서양평화사상에기초한평화교육실천방안·································299
Ⅰ.머리말···········································································299
Ⅱ.서양평화사상의통시적고찰·················································303
Ⅲ.서양사상의평화교육적용방안···············································332
Ⅳ.맺음말···········································································340

제10장‘철학적대화’를통한도덕과지도방법개선방안·····························345
Ⅰ.머리말···········································································345
Ⅱ.철학적대화란무엇인가?·······················································348
Ⅲ.도덕과교육에서철학적대화의중요성·······································355
Ⅳ.철학적대화의효과적적용을위한윤리와사상내용구성방향···········359
Ⅴ.도덕과교육에서철학적대화의구체화방안··································365
Ⅵ.맺음말···········································································382

제3부시대적,사회적요구를반영한도덕교육론
제11장진정한행복과삶의목적실현을위한도덕교육방안························389
Ⅰ.머리말···········································································389
Ⅱ.진정한행복과‘나’로서사는삶의관계·······································390
Ⅲ.삶의목적에대한윌리엄데이먼의연구······································395
Ⅳ.삶의목적형성을돕기위한도덕교사의역할·······························401
Ⅴ.삶의목적실현을위한도덕역량으로서‘멈춤[止]의지혜와의지’함양방안········404
Ⅵ.맺음말···········································································408

제12장도덕과에서인공지능윤리교육의필요성과과제·······························413
Ⅰ.머리말···········································································413
Ⅱ.AI윤리문제와AI윤리교육의필요성··········································416
Ⅲ.AI윤리교육을위한교육과정설계