도덕적 정서 교육론 > 교육학

정서의 도덕적 지위와 역할을 밝히고 교육하기 위한 노력을 이어 왔지만, 종합적이고 체계적인 도덕적 정서 교육을 실시하지는 못하고 있는 형편이다. 그 이유는 도덕적 정서 교육의 출발점인 ‘정서’나 ‘도덕적 정서’가 너무나 익숙하지만, 그것이 무엇인지 명확하게 밝혀 체계적으로 가르치기 쉽지 않기 때문이다. 이 책은 정서와 도덕적 정서 개념을 정립하는 것부터 시작하여 도덕적 정서 교육의 이론적 기반과 교육 원리를 밝히고, 이를 근거로 도덕적 정서 교육 방안과 운영방법을 수립하는 것 등을 포함하는 ‘도덕적 정서 교육의 체계화’를 시도한 결과이다.

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제1장 정서와 도덕교육··································································11

제2장 도덕적 정서에 대한 이해·····················································19
제1절 도덕적 정서 이해의 기초 ··················································19
제1항 정서의 정의 ·························································19
제2항 정서의 분류 ·························································26
제3항 정서의 전통적 분류법 ··············································30
제4항 정서의 기능 ·························································40
제5항 정서의 발달 ·························································43
제2절 도덕적 정서의 정의와 분류 ···············································51
제1항 도덕적 정서의 정의 ················································51
제2항 도덕적 정서의 분류 ················································67

제3장 도덕적 정서 교육의 이론적 기반···········································75
제1절 이론 선정의 근거와 상호 관계 ···········································75
제2절 정서적 유능성과 정서적 행복 ············································77
제1항 정서 지능과 정서 ···················································77
제2항 긍정 심리학과 정서 ················································83
제3항 사회정서학습과 정서 ···············································86
제3절 도덕적 정서화를 위한 정서의 역할 ······································88
제1항 원시 유학과 정서 ···················································88
제2항 아리스토텔레스와 정서 ···········································108
제3항 배려와 정서 ························································112
제4절 정서 관련 뇌 구조와 신체적 작동 원리 ·······························116
제1항 뇌의 구조와 정서 ··················································116
제2항 정서의 신체적 작동 원리 ········································120

제4장 도덕적 정서 교육의 체계화 원리·········································125
제1절 도덕적 정서 교육의 조건 ················································125
제1항 ‘내적 정서 측면’ 실현 조건 ·····································125
제2항 ‘외적 과정 측면’ 실현 조건 ·····································129
제2절 도덕적 정서 교육의 구조 ················································132
제1항 도덕적 정서의 토대형성 구조 ···································132
제2항 도덕적 정서화 능력형성 구조 ···································134
제3항 토대형성과 능력형성 구조의 종합 ······························136
제3절 도덕적 정서 교육의 운영 원리 ··········································138

제5장 도덕적 정서 교육의 체계화 방안··········································141
제1절 도덕적 정서 관련 도덕과 교육과정 및 교과서 분석 ·················141
제2절 도덕적 정서 교육의 성격 및 목표와 내용 체계 ······················152
제1항 도덕적 정서 교육의 성격 및 목표 ······························152
제2항 도덕적 정서 교육의 내용 체계 ··································155
제3절 도덕적 정서의 토대형성 교육 방안 ·····································157
제1항 정서적 학급 환경 ··················································157
제2항 바람직한 정서 모델 ···············································172
제3항 정서적 유능성 ·····················································181
제4항 정서적 행복 ························································198
제4절 도덕적 정서화 능력형성 교육 방안 ·····································208
제1항 도덕적 지향 ························································208
제2항 도덕적 습관 ························································236
제3항 도덕적 사고 ························································264
제5절 화(火)와 도덕적 정서 교육 ···············································273
제1항 화에 대한 이해 ····················································274
제2항 화 발생 영역과 성향 ··············································280
제3항 도덕적 정서 교육의 화 정서 교육 방향 탐색 ·················288

제6장 도덕적 정서 교육 방안의 운영·············································295
제1절 소(小)·중(中)·대(大) 범위 설정의 의미와 내용 ························295
제2절 소 범위 도덕적 정서 교육 운영 방법 ··································296
제1항 도덕과 단원 설정 운영 방법 ····································296
제2항 도덕적 정서 분류 운영 방법 ····································299
제3절 중 범위 도덕적 정서 교육 운영 방법 ··································302
제1항 도덕적 학급경영 운영 방법 ······································302
제2항 연간 도덕과 수업 운영 방법 ····································308
제4절 대 범위 도덕적 정서 교육 운영 방법 ··································313
제1항 학교 경영 운영 방법 ··············································313
제2항 학년별 심화 운영 방법 ···········································317

제7장 정리, 남겨진 과제들···························································319

참고문헌 ············································································329
찾아보기 ············································································349

저자소개

조석환은 경기도 장곡초등학교에 근무하고 있다. 인천교육대학교를 졸업하고 25년간 초등 교사로 도덕교육의 치열한 현장에서 가르치고 연구하고 있다. 경인교육대학교 초등도덕과에서 석사학위, 서울대학교 윤리교육과에서 ‘도덕적 정서 교육의 체계화 연구’로 박사학위를 받았다. 서울대학교, 경인교대 등에 출강하여 도덕교육 관련 강의를 하며, 교사들을 대상으로도 도덕적 학급 경영과 도덕교육에 관련된 강의를 하고 있다.
저서로는 “교사로 살아남기”(교육과학사, 공저), “날마다 만나는 10분 윤리 동화”(주니어 김영사, 공역), “내 아이는 3학년”(지학사, 공저), “내 아이는 4학년”(지학사, 공저), “어린이 한자학습과 인성교육을 위한 사자소학”(교육과학사, 공저) 등이 있다.
2007, 2009, 2015 개정 초등도덕과 교육과정에 따른 교과서와 지도서의 연구 위원과 집필 위원을 하였다. 도덕교육과 도덕적 정서 교육 관련 다수의 논문을 집필하였다. 현재 도덕적 정서 교육 관련 연구에 집중하고 있다.

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