인간과 배움의 이해

인간과 배움의 이해

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Vendor: 교육과학사 - 심승환
Type: 교양철학
SKU: 9788925419596
Categories: ALL BOOKS
Tags: 인간과배움의이해 인문_철학
Description
이 책의 키워드는 인간, 삶, 배움이다. ‘인간이란 무엇인가?’의 문제는 종합적인 사고를 요하는 근원적 질문으로서 먼저 깊은 철학적 성찰이 필요하나, 이에 더하여 인간은 실제 삶의 현장에서 활동하는 존재이기에 그 삶의 구체적인 양상을 살펴보아야 하며, 인간은 정태적 존재가 아니라 끊임없이 변화하고 성장하는 존재로서 특히 인간성의 완성을 지향하여 자라가는 존재이기에 인간을 논함에 있어서 배움에 관한 탐구는 필수적인 요소이다. 이러한 취지에서 1부에서는 인간의 합리성, 자연성, 본래성, 영성의 네 차원의 특성을 통해 인간이란 어떤 존재인가를 고찰하고, 2부에서는 인간의 삶의 구체적 양상들을 정치적, 문화적, 종교적인 영역을 통해 살펴보며 이 영역들은 각기 인간의 배움과 어떠한 관련을 맺고 있는지 고찰하였다. 마지막으로 3부에서는 인간 배움의 구체적 문제들과 관련하여 무엇이 좋은 배움이며 이것이 어떻게 이루어지며 좋은 인간성을 실현할지를 구체적으로 고찰하였다. 
저자

심승환

[약력]
서울고등학교졸업
고려대학교교육학과졸업
고려대학교대학원교육철학전공석사
LoyolaUniversityofChicago,Ph.D.(박사)
부산외국어대학교교수
UCLA교환교수
한국교육철학학회,한국교육사상학회,안암교육학회이사
현재안양대학교교수

[저서및역서]
TwoModelTeachersJesusandConfucius(PA:Xlibris)
가르침과배움의철학(교육과학사)
탈구조주의와교육(교육과학사)
현대교육철학의다양한흐름(학지사)
교육철학및교육사사유와실천(신정출판사)
교육은사랑이다(교육과학사)
어울림의교육철학(교육과학사)

[주요논문]
APhilosophicalInvestigationoftheRoleofTeachers:ASynthesisofPlato,Confucius,BuberandFreire(TeachingandTeacherEducation)
AStudyontheSignificanceofSpiritualLearningandTeachingThroughAugustine'sConfessions(ReligiousEducation)
TheExistentialMeaningofDeathandReconsideringDeathEducationthroughthePerspectivesofKierkegaardandHeidegger(EducationalPhilosophyandTheory)
Resonanceasaneducationalresponsetoalienationandaccelerationincontemporarysociety(AsiaPacificEducationReview)
인간본성의교육적의미:합리성,자연성,본래성의통합적고찰(교육철학연구)
교육철학연구의학문지도(교육사상연구)
자유주의와공동체주의의종합적고찰을통한가르침의목적고찰(한국교육학연구)
메이슨과콜의교육관을통한자유교육의새로운방향탐색(교육사상연구)외다수

목차

머리말/3
추천사/8

제1부인간이란어떤존재인가

1이성적ㆍ합리적존재·················································································17
(1)플라톤··································································································17
(2)아리스토텔레스······················································································22
(3)칸트·····································································································26
◆참고문헌································································································33

2감성적ㆍ자연적존재·················································································35
(1)공자와맹자의仁義之心············································································35
(2)루소의자기애와자연성··········································································38
(3)노장사상의무위자연(無爲自然)의인간관:학의다리가길다고자르지말라···43
◆참고문헌································································································58

3의지적ㆍ본래적존재·················································································59
(1)실존은본질에앞선다·············································································59
(2)본래적인인간,비본래적인인간·····························································63
◆참고문헌································································································67

4영적ㆍ종교적존재····················································································69
(1)아우구스티누스와코메니우스의영적인간관·············································69
(2)키에르케고어의역설개념과종교적인간성···············································98
◆참고문헌······························································································120

제2부삶의유형과배움

1정치와배움···························································································125
(1)정치적삶과배움·················································································125
(2)자유주의,공동체주의그리고교육··························································130
(3)시민교육의방향·················································································160
◆참고문헌······························································································193

2문화와배움···························································································197
(1)문화적삶과배움·················································································197
(2)다문화교육··························································································201
(3)현대문화와자율성··············································································230
◆참고문헌······························································································258

3종교와배움···························································································263
(1)종교적삶과배움·················································································263
(2)공자의교육사상에나타난배움과사고···················································268
(3)맹자사상을통해본배움·····································································297
(4)예수그리스도의가르침과교사상··························································319
◆참고문헌······························································································347

제3부바람직한배움이란무엇인가

1‘프로네시스’에담긴가르침과배움···························································353
(1)서론···································································································353
(2)인간의행복과프로네시스·····································································356
(3)덕(德)과프로네시스·············································································361
(4)프로네시스와가르침············································································370
(5)프로네시스와배움···············································································375
(6)결론:가르침과배움의프로네시스·························································381
◆참고문헌······························································································385

2사고의교육적의미················································································387
(1)서론···································································································387
(2)듀이의반성적사고개념······································································388
(3)시걸의비판적사고개념······································································395
(4)립맨의협력적탐구로서의사고·····························································403
(5)결론···································································································407
◆참고문헌······························································································412

3관계형성과배움···················································································413
(1)서론··································································

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