수업철학과 수업방법론 > 교육사,교육철학/교육사상/도덕교육

이 책은 현재 도덕과 수업을 담당하고 있는 교사와 장차 도덕과 수업을 담당할 예비교사, 그리고 수업철학과 수업방법에 특별한 관심이 있는 연구자에게 도덕과교육의 이론과 실제를 하나로 관통할 수 있는 읽을거리를 제공하려는 취지에서 집필된 학술 도서이다. 일반적으로 교육학, 특히 교과교육학 분야에는 ‘이론과 실제의 관계’에 관한 한 가지 지배적이면서도 뿌리 깊은 생각이 자리하고 있다. 그것은 이론과 실제가 서로 직접적인 관련이 없어서 양자를 별개로 인식해야 한다거나 혹은 간접적인 관련이 있지만 추구하는 바가 서로 달라서 별도로 인식해야 한다는 생각이다. 이론과 실제를 별개 혹은 별도의 관점에서 인식하려는 통념은 오늘날 교과교육학 연구의 방향이 어느 지점에 자리하고 있는가를 여실하게 보여준다. 그러나 저자는 양자의 관계에 관한 이러한 통념에 견해를 달리한다.

이 책의 아이디어를 구상했던 집필 초기의 생각이 본격적인 집필 과정을 거쳐 완성 단계에 이르러 더욱 확고해진 바이지만, 이론과 실제는 뗄 수 없는 관계이면서 서로가 요청하는 내적 상호 관계로 파악되어야 한다. 양자 중 어느 하나에만 관심을 두어 다른 하나를 소홀히 취급한다거나, 양자를 별개 혹은 별도의 관점에 따라 수행하는 것은 수업이라는 현상, 이름하여 ‘수업현상’을 하나로 꿰뚫으려는 안목에 미달하며, 따라서 그러한 수행은 지양과 극복의 관점에서 근본적인 재검토의 여지를 제공한다.

목차

머리말 ························································································3

[제Ⅰ부] 도덕과 수업의 이해

제1장 도덕과 수업 활동에 관한 쟁점 ···································13

1. 이론적 이해와 실제적 처방 ···············································14

2. 횡적 통합과 종적 통합 ·······················································21

3. 일반적 흥미와 교육적 흥미 ···············································27

제2장 수업내용과 수업방법의 관계 ·······································33

1. 사실적 관계 ·······································································34

2. 논리적 관계 ·······································································41

3. 이해와 교사의 자세 ···························································49

제3장 수업방법의 이론: 성리학의 수업철학 ·························53

1. 방법적 원리로서의 격물치지 ·············································54

2. 도덕교육의 목적으로서의 활연관통 ··································58

3. 교과 공부를 통한 심성함양 ···············································61

제4장 수업방법의 이론: 해석학의 수업철학 ·························67

1. 내러티브 해석학과 심성함양 ·············································68

2. 심성함양의 심층 구조 ························································71

3. 도덕과 수업의 방법적 원리 ···············································79

제5장 수업방법의 이론: 내러티브 수업철학 ·························87

1. 말과 글과 내러티브 ···························································88

2. 내러티브와 심성함양 ·························································97

3. 내러티브로서의 도덕과 수업 ···········································105

[제Ⅱ부] 도덕과 수업의 실제

제1장 도덕과 교육과정의 이해 ············································113

1. 도덕과의 학문적 성격 ······················································115

2. 교육과정 체계 내에서의 도덕과 ······································135

3. 교과교육으로서의 도덕교육 ············································147

제2장 수업의 원리와 수업모형 ············································171

1. 수업의 일반적 원리 ·························································172

2. 수업모형 ··········································································180

3. 수업모형의 매력과 함정 ··················································230

제3장 수업의 실천사례 ························································239

1. 성실한 노예의 딜레마 ······················································241

2. 공정한 생활 ·····································································253

3. 수업의 예술적 차원과 실천사례 ······································263

제4장 수업비평 ·····································································293

1. 객관적 기준 ·····································································295

2. 상호주관적 기준 ······························································301

3. 실천사례 ··········································································313

제5장 평가 ············································································327

1. 일반적 원리 ·····································································328

2. 평가의 방법 ·····································································336

3. 교육으로서의 평가 ··························································352

주 ··························································································369

찾아보기 ················································································393

저자소개

이재호(李在浩)

한국교원대학교에서 비고츠키(L. S. Vygotsky)의 도덕심리학에 관한 연구로 석사학위와 리쾨르(P. Ricoeur)의 해석학에 관한 연구로 박사학위를 취득하였다. 2012년에 광주교육대학교 윤리교육과에 부임하여 주로 도덕철학과 도덕심리학에 기반한 도덕교육을 연구하고 있으며, 2019년에는 캘리포니아대학교(UC Riverside) 해외파견교수로 학술교류 및 연구를 수행하였다. 저서로는 『도덕과교육론』(2025, 공저), 『도덕철학과 도덕교육』(2021, 공저), 『학생과 소통하는 행복한 학급 만들기』(2021, 공저), 『도덕과교육방법론』(2019, 공저), 『초등학교 인성교육 살리기』(2011, 공저), 『리쾨르와 현대 도덕교육』(2010, 단독)이 있고, 역서로는 『내러티브와 스토리텔링: 도덕성 발달의 이해』(2022, 단독, M. B. Tappan & M. J. Packer)가 있다. 

박대호(朴大虎)

광주교육대학교에서 칸트(I. Kant)의 윤리학에 관한 연구로 석사학위를, 한국교원대학교에서 헤르바르트(J. F. Herbart)의 교육학에 관한 연구로 박사학위를 취득하였다. 현재 청주교육대학교 윤리교육과 교수로 재직하고 있으며, 주로 도덕교육의 다양한 이론적 쟁점을 교육윤리학과 그것의 성립 기반에 해당하는 메타프락시스적 관점에서 탐구하고 있다. 저서로는 『도덕과교육론』(2025, 공저)과 『도덕철학과 도덕교육』(2021, 공저)이 있으며, 주요 논문으로는 “도덕과교육의 학문적 성격: 교육윤리학의 관점”, “피히테의 형이상학: 메타프락시스적 관점”, “내러티브로서의 도덕과 수업”, “헤르바르트의 교육적 슬기 개념: 교육이론의 메타프락시스적 성격” 등이 있다.

허진웅(許珍雄)

한국교원대학교에서 이이(李珥)의 수기론에 관한 연구로 석사학위와 주희(朱熹)의 심성론에 관한 연구로 박사학위를 취득하였다. 현재 광주교육대학교 윤리교육과 교수로 재직하고 있으며, 주로 동양윤리에 기반한 도덕교육이론과 도덕과교육방법론을 연구하고 있다. 주요 논문으로는 “『주역』 ｢진괘(震卦)｣에 담긴 경 사상 연구”, “유학적 성실 개념에 기반한 도덕교육 방안 고찰”, “주희 중화신설의 도덕교육적 의의”, “계곡 장유 사상의 도덕교육적 의의와 적용” 등이 있다.

배송

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