메타프락시스(증정 불가) > 교육사,교육철학/교육사상/도덕교육

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.

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

저자소개

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.

배송

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