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율곡 이이의 교육론
₩22,000
Sold out
Kyungin Publishing Co.
Hardcover
A5
0 pages
March 31, 2015
9788949910727
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율곡 이이는 어떤 사상가보다도 교육 문제에 심혈을 기울인 정치가이자 교육자였다. 그것은 『격몽요결』『학교모범』 『성학집요』 『해주향약』 『은병정사학규』 등, 일생에 걸쳐 점철된 그의 교육 이론 제시와 현장 실천에서 잘 드러난다. 유교의 지성인으로서 율곡은 자신의 사회적 책무성을 걸고 교화와 감화를 통해, 일탈된 일상의 인간 삶을 변화시키고, 합리적인 삶을 연출하려고 몸부림쳤다. 이 책은 그런 율곡의 사상과 신념, 교육에 거는 기대 등을 통해, 인간 사회의 변화 가능성을 타진한 율곡의 교육론을 성찰한 것이다.
머리말
제1장 율곡 교육론의 단초; ｢자경문｣과 ｢화책｣····················· 1
1. ｢자경문(自警文)｣과 입지(立志) ·························································· 3
2. ｢화책(化策)｣과 교화(敎化)･감화(感化) ··············································· 9
제2장 율곡 교육론의 철학적 기반 ·············································· 19
1. 세계에 대한 견해와 관점; 우주자연관(宇宙自然觀) ·························· 21
2. 인간의 심성과 욕심의 문제; 인간관(人間觀) ··································· 42
3. 인간의 변화와 교육가능성; 교기질론(矯氣質論) ································ 49
제3장 지도자 교육의 내적 차원; 성학집요의 수기교육 ·· 63
1. 성학집요의 기본 특성 ·································································· 65
2. 대학과 성학집요의 체제 및 내용 비교 ····································· 68
3. ｢수기(修己)｣의 학문적 심화와 특징 ················································· 72
제4장 지도자 교육의 외적 차원; 성학집요의 치인교육 ··· 89
1. 제가(齊家) 이론과 정가(正家) 실천 ··················································· 91
2. 치국평천하(治國平天下)의 원리와 위정(爲政)의 양식 ························· 102
제5장 격몽요결의 일반교육론 ·················································· 115
1. 격몽요결의 교육적 특성 ······························································· 117
2. 격몽요결의 구조와 내용 ······························································· 119
3. 격몽요결독해 ·············································································· 128
제6장 학교모범의 국민교육론 ·················································· 157
1. 학교모범의 교육적 특징 ······························································· 159
2. 학교모범의 구조와 내용 ······························································· 161
3. 학교모범독해 ·············································································· 168
제7장 국민교육론과 그 특징 ························································· 189
1. 격몽요결과 학교모범교육론의 의의 ········································· 192
2. 격몽요결과 학교모범의 구조 비교 ············································ 197
3. 조선의 국민교육 정책-원리와 방법 ·················································· 200
4. 국민교육의 실천 사례 - 은병정사 ···················································· 209
제8장 가정교육론의 위상과 특징 ················································ 213
1. 율곡의 교육론에서 가정교육의 위상 ················································ 215
2. 율곡의 가(家)교육이 지향하는 내용과 실천 양식 ····························· 222
제9장 사회교육으로서의 향약 실천 ············································ 237
1. 서원향약 ·························································································· 239
2. 해주향약 ·························································································· 245
제10장 결 어 ···················································································· 261
참고문헌 ···························································································· 271
찾아보기 ···························································································· 280
