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창조교육사상

창조교육사상

자료유형
단행본
개인저자
이용길 李容吉
서명 / 저자사항
창조교육사상 / 이용길
발행사항
파주 :   교육과학사,   2019  
형태사항
309 p. ; 26 cm
기타표제
한자표제: 創造敎育思想
ISBN
9788925413501
서지주기
참고문헌(p. 297-306)과 색인수록
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246 0 ▼i 한자표제: ▼a 創造敎育思想
246 1 1 ▼a The thought of creative education
246 3 1 ▼a Thought of creative education
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300 ▼a 309 p. ; ▼c 26 cm
504 ▼a 참고문헌(p. 297-306)과 색인수록
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 370.118 2019 등록번호 111812887 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

대한민국의 현대교육에서 창조교육사상은 학창(學創) 이종록(李鍾祿; 1921∼2016)의 사유(思惟)에 의한 것이다. 학창 이종록 선생으로부터 도출되는 창조교육에 대한 사상(思想)은 인간의 본성을 창조성이라고 규정하고 인간의 창조적 능력을 개발하는 것을 교육의 본질로 삼아 인격과 나라와 문화의 가치를 창조하는 것이다. 교육은 인간의 삶의 지혜를 형성하는 가치 지향적인 활동이다. 가치지향적인 활동을 통한 인간의 삶의 향상을 위한 교육은 궁극적으로 창조교육으로 귀결될 수밖에 없다.


정보제공 : Aladin

저자소개

이용길(지은이)

현 군장대학교 청소년교육지도과 교수 전북 남원 출생, 자(字)는 세욱(世旭), 호(號)는 성곡(誠谷), 광주인(廣州人)으로 교육학박사이다. 구한말 유학자였던 동은(東隱) 이병수(李秉壽) 선생의 손자이다. 유년기 서당(書堂)에서 유학경전(儒學經典)을 수학하였고, 가숙(家塾)에서 부친(父親; 農隱 李後來)으로부터 ‘중용(中庸)’과 ‘대학(大學)’을 일러 배웠다. 이것이 바탕이 되어 1995년 ‘중용(中庸)’의 성(誠)사상을 교육적으로 해명하여 원광대학교 대학원에서 박사학위를 받았다. 21세 때부터 35년 동안 학창(學創) 이종록(李鍾祿) 선생에게 창조교육학을 사사(師事)받아 계승하였다. 주요 연구 분야는 창조교육학과 교육사·교육철학이다. 군장대학교 창조교육개발원장, 한국교육학회 이사/기획조직위원장 등을 역임하였고, 2019년 현재 사단법인 창조교육학회이사장, 한국교육사학회 이사, 한국교육철학회 이사, 학창교육연구소장 등으로 활동 중이다. 한국교육사학회 학술논문상 (2004), 사단법인창조교육학회 학술공로상(2006), 창조성국제학술대회 우수논문상(2009), 대한민국교육대상(2014), 대한민국 무궁화 평화대상(2017), 육군참모총장 공로패(2017), 학교법인광동학원 우수논문상(2017) 등을 수상하였고, 한국을 이끄는 혁신리더 교육부문에 5회 선정되었다. 10여 권의 저서와 60여 편의 논문이 있다.

정보제공 : Aladin

목차

머리말 ································································· 3 
제1장 인간과 창조성 ························································ 9 
1. 창조성에 대한 견해 ················································ 11 
2. 인간 삶의 본질 ···················································· 14 
3. 창조체로서의 인간 ················································· 17 
4. 교육적 자아와 창조성 ·············································· 22 

제2장 창조교육사상의 형성과정 ············································ 29 
1. 창조교육사상 출현의 시대적 배경 ·································· 31 
2. 민족자강교육의 영향 ··············································· 33 
3. 창조교육에 대한 의지 확립 ········································· 40 
4. 창조교육 사상의 형성 ·············································· 45 

제3장 창조성영역의 교육적 가치 ··········································· 69 
1. 신체ㆍ생리적 영역의 교육적 가치 ·································· 71 
2. 사회적 영역의 교육적 가치 ········································· 91 
3. 이지적 영역의 교육적 가치 ······································· 106 
4. 도덕적 영역의 교육적 가치 ······································· 116 
5. 예술적 영역의 교육적 가치 ······································· 127 
6. 종교적 영역의 교육적 가치 ······································· 141 

제4장 창조교육의 목적론 ·················································· 151 
1. 창조교육의 이념 ·················································· 153 
2. 창조교육의 목적 ·················································· 156 
3. 창조교육의 목표 ·················································· 173 
4. 창조교육 목적에 대한 사유(思惟) ································· 180 

제5장 창조교육의 방법론 ·················································· 183 
1. 발상과 창조교육 교수-학습 ······································· 185 
2. 발견과 창조교육 교수-학습 ······································· 201 
3. 발굴과 창조교육 교수-학습 ······································· 226 
4. 발현과 창조교육 교수-학습 ······································· 248 
5. 발전과 창조교육 교수-학습 ······································· 268 
6. 창조교육 방법에 대한 사유(思惟) ·································· 294 

참고문헌 ····························································· 297 
찾아보기 ····························································· 307

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