도덕과교육론 > 교육사,교육철학/교육사상/도덕교육

‘도덕과교육론’이라는 제목이 달린 이 책은 장차 도덕과 수업을 담당할 예비교사와 현재 도덕과 수업을 담당하고 있는 교사의 공부에 도움이 될 만한 교재를 제공하려는 목적에서 집필되었다. 이러한 집필 목적을 보고 어떤 독자는 ‘도덕과 수업’이라는 말에 특별히 주목하면서, 이 책에는 도덕과 수업에 실질적인 도움을 제공하는, 이른바 ‘실제적 지침’이 담겨있으리라 생각하는 사람이 있을지 모른다. 아쉽지만 이 책은 독자의 그 기대에 부응하지 못했다는 점을 미리 밝혀둔다. 저자의 관심과 노력은 주로 도덕과교육의 ‘이론적 문제’를 제시하고 거기에 대한 나름의 해답을 모색하는 데 집중되어 있다. 나아가 이 책은, 입문서로서의 성격이 강한 책이 흔히 중립적 관점을 취하는 경향을 보이는 것과는 달리, 전체적으로 일관된 기조를 유지하고 있으며, 그만큼 뚜렷한 관점에서 집필되었다.

목차

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

제1장 도덕과교육의 이해 ·························································11

1. 도덕과교육의 정체성 ···························································12

2. 인성교육과 도덕과교육 ························································23

3. 도덕과교육의 성격 ·······························································39

4. 논의: 도덕과교육학의 정립 ··················································53

제2장 도덕과교육의 발달적 기초 ··············································59

1. 인지발달 이론 ······································································61

2. 도덕성 발달의 다른 목소리 ··················································77

3. 중추발달지대와 손상학 ························································87

4. 논의: 도덕성 발달의 이론적 쟁점 ·······································101

제3장 도덕과교육의 사회적 기초 ············································109

1. 도덕적 사회화 ·····································································112

2. 습관과 관례 ········································································129

3. 덕과 전통 ············································································148

4. 논의: 도덕과교육에서의 개인과 사회 ··································161

제4장 도덕과교육 이론의 새 지평 ···········································167

1. 심성함양과 내러티브 ··························································169

2. 심성으로서의 흥미 ·····························································187

3. 자아형성과 해석 ································································205

4. 논의: 심성함양과 교육윤리학 ·············································223

제5장 도덕과 수업의 성격과 교사의 역할 ·······························231

1. 도덕과 수업과 가치의 정립 ················································232

2. 부정적 수업으로서의 도덕과 수업 ······································243

3. 도덕과 수업의 원리로서의 교학상장 ··································258

4. 논의: 품격의 구현체로서의 교사 ········································281

주 ··························································································285

찾아보기 ················································································313

저자소개

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 도덕교육이론과 도덕과교육방법론을 연구하고 있다. 저서로는 「도덕철학과 도덕교육」(2021)이 있으며, 주요 논문으로는 “인격형성의 원리로서의 교학상장”, “도덕과교육과 부정적 수업”, “헤르바르트의 교육적 슬기 개념: 교육이론의 메타프락시스적 성격” 등이 있다.

이재호(李在浩)

한국교원대학교에서 비고츠키(L. S. Vygotsky)의 도덕심리학에 관한 연구로 석사학위와 리쾨르(P. Ricoeur)의 해석학에 관한 연구로 박사학위를 취득하였으며, 2012년부터 광주교육대학교 윤리교육과에 부임한 이래 예비교사와 함께 가르침과 배움을 함께 하면서 도덕철학과 도덕심리학에 기반한 도덕(과)교육의 이론과 방법론에 관한 연구를 수행하고 있다. 2019학년도에는 해외파견교수의 자격으로 캘리포니아대학교(University of California at Riverside)로부터 초청받아 방문학자로서 학술교류 및 연구를 수행하였다. 저서로는 「도덕철학과 도덕교육」(2021),「학생과 소통하는 행복한 학급 만들기」(2021), 「도덕과교육방법론」(2019), 「초등학교 인성교육 살리기」(2011), 「리쾨르와 현대 도덕교육」(2010)이 있고, 역서로는 「내러티브와 스토리텔링: 도덕성 발달의 이해」(2022, M. B. Tappan & M. J. Packer)가 있으며, 도덕철학과 도덕심리학, 그리고 도덕(과)교육에 관한 다수의 학술논문이 있다.

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