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교육과학사 · 2024년 01월 10일 (1쇄 2024년 01월 05일)
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지난 세기에 서양에서는 영미권을 중심으로 하여 흔히 ‘철학의 혁명’이라고 불리는 사상적 운동이 전개되었다. 이 운동의 골자는 간단하게 선험적인 것-경험 이전의 것-을 탐구의 대상으로 삼는 형이상학(메타피직스)의 학문적 정당성에 대한 의문과 부정으로 표현될 수 있다. ‘메타프락시스’라는, 현재로서는 분명히 낯설게 들리는 용어는 지난 혁명의 탈형이상학, 반형이상학의 오류를 바로잡음으로써 형이상학의 정체와 정당성을 회복하려는 노력을 나타낸다. 이 점에서 그것은 20세기의 혁명에 필적하는 21세기의 혁명으로 간주될 수 있다.
메타프락시스가 그 일을 하기 위해서는 메타피직스의 관심에서 쉽게 도외시되었던, 선험적인 것과 경험적인 것 사이의 미묘한 균형을 유지할 수밖에 없을 것이다. 메타프락시스에서 선험적인 것과 균형을 유지하기 위하여 도입되는 경험적인 것은 교육에 의하여 대표된다. 그리하여 메타프락시스는 교육에서 형이상학을 살려내고 그와 동시에 형이상학에서 교육을 살려냄으로써 양자를 완전하게 만든다.

이 책의 총서 (3)

작가정보

저자(글) 이홍우

李烘雨(1939~ )
서울대학교 사범대학 교육학과
서울대학교 대학원 교육학과
미국 콜럼비아대학(교육학 박사)
서울대학교 사범대학 교수
서울대학교 명예교수

주요 저서 및 역서
인지학습의 이론, 1973, 박종덕(편), 2015.
증보 교육과정 탐구, 1977, 1992, 2010.
증보 지식의 구조와 교과, 1979, 1997, 2006.
교육의 목적과 난점, 1984, 1998, 2016.
Living, Knowing and Education, 1985.
주석 증보 교육의 개념, 1991, 2009.
증보 성리학의 교육이론, 2000, 2014.
교육과정 이론(공저), 2003.
대승기신론 통석, 2006.
신수 교육과정 이론, 2017.
미국 교육학의 정체, 2018.
인식과 전달, 2022.
J. S. Bruner, 교육의 과정, 1973.
R. S. Peters, 윤리학과 교육, 1980, 수정판(공역), 2003.
J. Dewey, 민주주의와 교육, 1987, 개정 증보, 2008.
D. W. Hamlyn, 경험과 이해의 성장, 1990, 교육인식론(증보), 2010.
W. Boyd, 서양교육사(공역), 1994, 개정 증보, 2008.
J. R. Manheimer, 키에르케고르의 교육이론(공역), 2003.
馬鳴, 大乘起信論, 1991.
F. Schiller, 인간의 심성교육, 2019.
H. I. Marrou, 서양 고대교육사(공역), 2019.

목차

  • 1. 비트겐슈타인의 ‘삶의 형식’ ···············································3
    2. 형식의 세 가지 특징 ··························································5
    3. 말할 수 있는 것과 보여줄 수 있는 것 ································8
    4. ‘비트겐슈타인의 철학’ ······················································12
    5. 말의 세 가지 종류에 상응하는 세 가지 지시대상 ············13
    6. 비트겐슈타인에 있어서의 ‘책임 문제’ ······························15
    7. 키에르케고르에 있어서의 ‘책임 문제’ ······························17
    8. 비트겐슈타인과 키에르케고르 ·········································19
    9. 형이상학의 두 가지 가정과 형이상학의 대안으로서의 메타프락시스 20
    10. 메타프락시스에서의 ‘책임 문제’ ·····································24
    11. 비트겐슈타인의 ‘윤리학 강의’: ‘사실’의 의미 ··················26
    12. 이십일 세기의 철학 혁명 ················································29
    13. 라일: ‘범주 오류’ ······························································29
    14. 天下萬物 無非道·····························································32
    15. 네 가지 종족적 트라우마 ················································35
    16. ‘표현’과 ‘표현 이전’: 메타프락시스의 세 가지 적용 분야 37
    17. 메타피직스적 논의 양식 ··················································43
    18. ‘그대의 삶을 들여다보라’ ················································45
    19. 형이상학과 ‘동이상학’ ·····················································45
    20. 총체로서의 형식 ······························································47
    21. 덧칠하기와 쑤셔 넣기 ·····················································49
    22. 철학과 교육학 ·································································52
    23. 교육학의 ‘正體性’ ····························································54
    24. 心統性情: 절대적 善으로서의 心性································56
    25. 性과 理············································································57
    26. 중층구조: 마음과 세계의 개념모형 ·································59
    27. 심성함양의 정의: ‘메타프락시스 3부론’ ··························59
    28. 대승기신론의 중층구조 ···················································60
    29. ‘어떻게 살아야 하는가’와 ‘어떻게 살고 있는가’ ··············61
    30. 피터즈와 칸트: 아프리오리로서의 윤리학적 가치 ··········61
    31. 피터즈의 마지막 한 걸음 ················································63
    32. 심성함양을 설명하는 담론형식으로서의 메타프락시스: 피터즈와 中庸 64
    33. ‘표현’과 ‘방편’: 심성함양의 정의 ·····································67
    34. 수단-목적 관계와 내재적 목적 ·······································69
    35. 메타프락시스에 대한 반론(Ⅰ) ·······································70
    36. 메타프락시스에 대한 반론(Ⅱ) ·······································76
    37. 道通·················································································79
    38. 원시인의 잠꼬대 ······························································80
    39. 전제묵살의 오류 ······························································80
    40. 맹자의 전제묵살 ······························································82
    41. 악의 존재 이유 ································································83
    42. 칸트 윤리학의 전제묵살 ··················································84
    43. 칠십회 생일 유감: 私的 逸脫··········································86
    44. 교육학의 왕관적 지위 ·····················································88
    45. 자연 현상과 교육 현상 ····················································88
    46. 미발의 표준과 관련된 ‘자득’의 의미 ·······························89
    47. 지식과 도덕에 관한 발언의 자기구속적 성격 ·················90
    48. 전달의 문제로서의 인식론적 문제 ··································91
    49. 심성함양을 위한 전달의 세 유형 ····································93
    50. 윤리적ㆍ종교적 발언이 표현하는 ‘절대적 선’ ················95
    51. 기게스의 반지(「국가론」) ················································98
    52. 키에르케고르의 간접전달 ···············································98
    53. 달과 손가락 ···································································100
    54. 기독교의 정신: 베드로 전서 1:24-5 ·······························102
    55. 키에르케고르와 칸트 ····················································103
    56. 칸트의 과제 ···································································105
    57. 아프리오리의 의미 ························································105
    58. 아프리오리의 의미 (계속) ·············································107
    59. 반성적 판단 ···································································111
    60. 개념의 획득과 이념의 실현 ···········································114
    61. 이념 실현의 장애 요인 ··················································116
    62. 간접전달: ‘자기지식’을 위한 전달 ·································119
    63. 간접전달의 두 가지 양상: 미필과 기필 ·························120
    64. 간접전달에서의 미디엄과 메시지 ·································123
    65. ‘절대적 진리’: 無極 而太極············································124
    66. 자기지식의 정의 ···························································126
    67. 간접전달과 순환론 ························································127
    68. 순환론과 비대칭 ····························································129
    69. 誠과 明의 순환 ······························································131
    70. 피터즈와 함린 ·······························································132
    71. 우로보로스(咀尾龍) ······················································134
    72. 메타프락시스 진리 이론 ················································136
    73. 두 가지 진리 이론 ·························································137
    74. 사람과 사물 ···································································139
    75. 오우크쇼트의 ‘기법적 지식’: 도구적 활동 ·····················141
    76. 오우크쇼트의 ‘실제적 지식’: 정치적 활동 ·····················144
    77. 쉴러: 기계적 예술(기술)과 정치·교육적 예술(심술) ··147
    78. 정치에서의 ‘표현’과 ‘실현’의 비대칭 ·····························148
    79. 정치이론의 메타프락시스적 성격 ·································150
    80. 이론과 실제의 동형: 메타프락시스의 사회철학적 의의 153
    81. 이론-실제 관련에서의 同論과 異論·····························157
    82. 플라톤의 철학자-군주 ··················································158
    83. 가부좌와 오체투지 ························································160
    84. ‘예수 믿으면 천당 간다’: 두 가지 해석 ·························161
    85. 기독교와 심성함양 ·······················································164
    86. 太極에서 理로: 주역에서 성리학으로 ··························165
    87. 맹자의 4단: 교육이론의 원초적 질문 ···························167
    88. 교육학의 ‘깊이’ ·····························································169
    89. 교육이론으로서의 플라톤의 「국가론」························171
    90. 아는 것과 모르는 것 ·····················································171
    91. 교육학의 자기모순 ·······················································172
    92. 과학과 형이상학 ···························································173
    93. 두 종류의 질문 ·····························································174
    94. 교육과 형이상학 ···························································175
    95. 총체적 사고와 순환론 ··················································176
    96. 비트겐슈타인의 ‘윤리학 강의’: 절대적 가치판단 ·········176
    97. 실천으로서의 ‘자연’ ·····················································178
    98. 순환론과 추상 ······························································179
    99. 중층구조: 단순화된 형태 ·············································182
    100. 성리학의 혁명 ·····························································184
    101. 혁명의 윤리학적 의의 ·················································186
    102. 불교 수행론의 순환 ·····················································190
    103. 교육내용과 교육이론의 동일성: 성리학의 특징 ··········191
    104. 교육이론으로서의 교과이론 ········································193
    105. 메타프락시스: 의미 요소 ·············································194
    106. 수수께끼 ······································································195
    107. 남을 위한 글과 자신을 위한 글 ···································197
    108. 전기가오리(소크라테스) ·············································198
    109. 음악 듣기: 세밀한 것과 엉성한 것 ······························199
    110. 이해와 증득: 요리 책을 읽는 것과 요리를 먹는 것 ·····199
    111. 언어의 기원: 쉴러와 콜링우드 ····································200
    112. 글 쓰고 읽는 것과 말하고 듣는 것 ······························201
    113. 「맹자」를 ‘잘 읽는 것’ ··················································202
    114. 세계 4대 성인의 ‘글 쓰기’ ············································202
    115. 도오킨즈의 비유: ‘신이라는 이름의 착란’ ···················203
    116. 종교철학의 두 극단 ·····················································204
    117. 외양과 실재: 초월과 내재 ············································205
    118. ‘나는 어떤 존재인가?’ ··················································206
    119. ‘흥미’: 듀이와 헤르바르트 ···········································207
    120. 교육의 ‘공식적’ 정의: 오우크쇼트의 합리주의 비판 ···208
    121. 존재론적 질문: 성격 ····················································209
    122. 존재론적 질문과 인식론적 질문: 칸트의 경우 ············211
    123. 신과 인간: 쉴러의 정의 ···············································214
    124. ‘삶의 이론’ ···································································217
    125. 교육사의 지위 ·····························································218
    126. 뿔 없는 악마와 날개 없는 천사 ···································220
    127. 그런 사람과 그렇지 않은 사람 ····································220
    128. ‘책을 읽어서?’ ······························································222
    129. 망국의 원인과 현상 ·····················································222
    130. 닫힌 책과 열린 책 ························································223
    131. 호메로스: 희랍의 교육자 ·············································224
    132. 동기와 이유 ·································································226
    133. 듀이의 ‘교육이론’ ························································226
    134. 듀이의 「우리는 어떻게 사고하는가」··························226
    135. 듀이의 사상과 인물 ·····················································227
    136. 심성함양의 매체 ··························································229
    137. 언설과 실심 ·································································230
    138. 칸트의 이성비판 ··························································230
    139. 2항형 종합 ···································································231
    140. 비유의 이해 ·································································232
    141. 반정초주의 ·································································233
    142. 덕 윤리학 ·····································································235
    143. ‘자기용서’ ····································································238
    144. 후회 ·············································································238
    145. 신을 보는 눈부심 차단막 ·············································239
    146. Aㆍ-A의 결합방식 ····················································239
    147. 절대적 결핍: 에로스 ····················································244
    148. 아리스토텔레스의 죄 ··················································244
    149. 죽은 형이상학 ·····························································245
    150. 정초의 정체 ·································································245
    151. 순환론과 추상: 재음미 ················································246
    152. 중층구조에서의 추상 ··················································250
    153. 불교의 성립 ·································································255
    154. 종교와 미신 ·································································260
    155. 임어당의 배교 ·····························································263
    156. ‘인격적 신’ ···································································265
    157. 교육에 대한 종교의 편견 ·············································266
    158. 자기지식: 재음미 ·························································267
    159. 양과 목자의 비유 ·························································268
    160. 몽중 老子 강의 ····························································270
    161. 에로스: 삶의 추진력 ····················································272
    162. 말의 두 종류 ································································276
    163. 메타프락시스의 실패 가능성 ······································280
    164. 삶의 근본적 딜레마 ·····················································284
    165. 세상 ·············································································286

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상품정보 테이블로 ISBN, 발행(출시)일자 , 쪽수, 크기, 총권수, 시리즈명을(를) 나타낸 표입니다.
ISBN 9788925418513
발행(출시)일자 2024년 01월 10일 (1쇄 2024년 01월 05일)
쪽수 320쪽
크기
152 * 222 * 20 mm / 603 g
총권수 1권
시리즈명
이홍우 유작 3부

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