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서언 조선 유학교육의 사상적 기초 - 원시유학에서 성리학까지 \t 1

1장 아동교육의 현실화와 구체적 양상 ？ 소요당 박세무의 ？동몽선습？ ？
1. 여는 글 ···················································································· 17
2. 유학의 아동교육 ······································································ 20
3. ？동몽선습？의 교육과정 ··························································· 23
1) 아동교육의 전체과정 ····························································· 23
2) ‘서문’-인간의 존재 이유 ························································ 25
3) 오륜의 윤리교육 ··································································· 27
4) 총론-효도의 근원성과 교육의 의미 ········································· 30
5) 역사교육의 중요성 ································································ 33
4. 닫는 글 ···················································································· 36

2장 지도자 교육의 기본 모형？ 퇴계 이황의 ？성학십도？ ？
1. 여는 글 ···················································································· 41
2. 철학사상의 재인식 ··································································· 43
1) 철학의 분류 ·········································································· 43
2) ？성학십도？의 사유 구조 ························································ 45
3) ？성학십도？의 철학적 분류 ····················································· 57
3. ？성학십도？의 교육철학적 위상 ················································ 59
1) 전통교육사상으로서 유학 ······················································· 59
2) 교육철학사상의 재구성 ·························································· 62
4. 닫는 글 ···················································································· 67

3장 깨달음의 각성 교육 ？ 퇴계 이황의 내면 지향 학문 ？
1. 여는 글 ···················································································· 71
2. ‘경(敬)’에 관한 인식 ································································· 72
3. ‘경(敬)공부’의 특징 ··································································· 80
1) 단정한 몸가짐의 실천 ···························································· 82
2) 자주적인 의식의 각성 ···························································· 85
3) 도덕적 자아의 구현 ······························································· 88
4. 닫는 글 ···················································································· 90

4장 내면과 외면의 조화교육 ？ 남명 조식의 ？학기유편？ ？
1. 여는 글 ···················································································· 95
2. ‘경(敬)-의(義)’의 조화 ······························································· 98
3. 교육의 궁극적 지향？평천하 ················································· 112
4. 닫는 글 ·················································································· 116

5장 일반교육의 체계화？ 율곡 이이의 ？격몽요결？과 ？학교모범？ ？
1. 여는 글 ·················································································· 121
2. 경계와 성찰의 개인교양？？격몽요결？ ··································· 123
3. 풍속교화와 지성인 기풍 확립？？학교모범？ ··························· 132
4. 닫는 글 ·················································································· 141

6장 지성인 교육의 심화 ？ 율곡 이이의 ？성학집요？ ？
1. 여는 글 ·················································································· 147
2. ？대학？과 ？성학집요？의 체제 및 내용 ··································· 150
3. 수기교육의 심화와 특징 ························································ 154
1) 교육의 맥락과 시작; ‘입지’의 열정 ······································· 154
2) 교육의 과정; ‘수렴-궁리’의 탐구 ··········································· 156
3) 교육의 목적; ‘성실-교기질-양기-정심-검신’의 유기체 ·············· 160
4) 교육의 심화와 효과; 회덕량 보덕 돈박 공효 ························· 167
4. 제가 이론과 정가의 교육실천 ················································ 170
1) 정가의 내면적 기초; 효경 형내 교자 ···································· 170
2) 정가의 외면적 구현; 친친 근엄 절검 ···································· 176
5. 치국？평천하의 정치철학 ························································ 182
1) 위정의 실천 기초; 용현 취선 식시무 법선왕 근천계 ·············· 182
2) 위정의 실제 구현; 립기강 안민 명교 ···································· 188
6. 닫는 글 ·················································································· 193
7장 수양교육의 사회적 실천 ？ 내암 정인홍의 실천교육 정신 ？
1. 여는 글 ·················································································· 199
2. 인간적 풍모와 학문 연원 ······················································· 201
1) 인간적 풍모 ········································································ 201
2) 수양과 실천학의 연원 ·························································· 206
3. 수양교육과 사회적 실천 ························································ 216
1) 수양교육의 이행 ·································································· 216
2) 의리와 사회적 실천 ····························································· 222
4. 닫는 글 ·················································································· 227

8장 지성인의 교육철학 확장？ 석탄 이신의의 ？대학차록？ ？
1. 여는 글 ·················································································· 233
2. 교육인간학의 재 관찰 ···························································· 236
3. 인간학의 본질과 작용의 실천성 ············································ 240
4. ？전문？의 해석 ········································································ 247
5. 닫는 글 ·················································································· 255

9장 성리학 교육의 철학사상 심화？ 여헌 장현광의 학문적 독특성 ？
1. 여는 글 ·················································································· 259
2. 교육철학사상 형성의 기저 ····················································· 261
3. 유학교육 철학사상의 재확인과 확장 ······································ 265
1) ‘성인-군주’의 자기교육 ························································ 265
2) ‘성-경’의 공부철학 ······························································· 268
3) ‘분-합’의 조화교육 ······························································· 274
4. 닫는 글 ·················································································· 277

결어 요약과 전망 \t279
참고문헌 \t\t287
찾아보기 \t\t297