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서양 교육철학

서양 교육철학 (1회 대출)

자료유형
단행본
개인저자
신재흡, 申在洽, 1960-
서명 / 저자사항
서양 교육철학 / 신재흡
발행사항
파주 :   교육과학사,   2022  
형태사항
334 p. : 삽화 ; 26 cm
ISBN
9788925416786
서지주기
참고문헌과 색인수록
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001 000046117190
005 20220620105259
007 ta
008 220607s2022 ggka b 001c kor
020 ▼a 9788925416786 ▼g 93370
035 ▼a (KERIS)BIB000016147692
040 ▼a 211015 ▼c 211015 ▼d 211009
082 0 4 ▼a 370.1 ▼2 23
085 ▼a 370.1 ▼2 DDCK
090 ▼a 370.1 ▼b 2022z4
100 1 ▼a 신재흡, ▼g 申在洽, ▼d 1960- ▼0 AUTH(211009)30993
245 1 0 ▼a 서양 교육철학 / ▼d 신재흡
246 1 1 ▼a Western education philosophy
260 ▼a 파주 : ▼b 교육과학사, ▼c 2022
300 ▼a 334 p. : ▼b 삽화 ; ▼c 26 cm
504 ▼a 참고문헌과 색인수록
945 ▼a ITMT

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 370.1 2022z4 등록번호 111865257 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 2 소장처 중앙도서관/제2자료실(3층)/ 청구기호 370.1 2022z4 등록번호 111865267 도서상태 대출중 반납예정일 2022-09-13 예약 서비스 M
No. 3 소장처 중앙도서관/제2자료실(3층)/ 청구기호 370.1 2022z4 등록번호 111865581 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

교육철학은 교육학을 공부하는 데 있어서 가장 기초가 되는 학문으로 볼 수 있다. 교육대학교, 사범대학, 교직과정, 교육대학원을 통하여 교육에 관해 공부하고자 하는 교육학도들을 대상으로 한 개론서적인 교재다.

교육철학이란 다기한 교육현상에 대하여 본질적인 것이 무엇인가에 대한 이해를 가능케 하며, 인생에 대하여 총체적으로 볼 줄 알게 하며, 특수사실의 상호 관련성을 파악할 수 있게 한다. 또한 교육철학은 새로운 교육의 전개, 연구 및 실천에 대한 길을 시사해준다. 이리하여 우리는 인간형성(교육현상)에 대한 통합적 사고를 이룩하는 계속적인 자기통일을 꾀함으로써 교육철학은 체계화되나 그것은 고정화가 아니고 끊임없는 ‘문제의 제기’를 통하여 교육철학의 본질에 투철(透徹)하여야 할 것이다.
결국 모든 학문의 철학 속에는 그 학문에 대한 개념과 범위와 추구하고자 하는 바가 규정되어 있다. 그러므로 학문을 연구하고자 하는 사람은 그 학문의 철학에 관한 지식을 갖지 않고서는 전문적인 연구나 올바른 문제의식을 갖기 어렵다. 이런 점에서 교육철학은 교육학을 공부하는 데 있어서 가장 기초가 되는 학문으로 볼 수 있다.
이러한 학문적 및 실제적 의의를 가지고 있는 이 저서는 교육대학교, 사범대학, 교직과정, 교육대학원을 통하여 교육에 관해 공부하고자 하는 교육학도들을 대상으로 한 개론서적인 교재로 집필되었다.


정보제공 : Aladin

저자소개

신재흡(지은이)

전) &#8729;한국교육행정학회 윤리위원장, 재정위원장, 부회장선출위원장 &#8729;한국교원교육학회 감사, 윤리위원장, 중등교육위원장, 홍보기금위원장 &#8729;한국유아보육복지학회 서울지회장, 연구윤리위장 &#8729;한국교육재정경제학회 윤리위원장 &#8729;한국교육학회 선거관리위원장 &#8729;한국교육정치학회 감사 &#8729;경기도교육청 수석교사 선발위원 &#8729;서울특별시교육청 학교장 경영능력 평가위원 &#8729;구리시청 보육정책위원 &#8729;한국교육정책연구소 전문위원 현) &#8729;한국유아보육복지학회 부회장 &#8729;한국교육행정학회 이사 및 주삼환교육리더십상 위원회 위원 &#8729;한국교육정치학회 대외협력위원회 위원 &#8729;한국교원교육학회 이사 및 부회장선출위원장 &#8729;한국실천교육학회 윤리위원장 &#8729;한국미래유아교육학회 이사 &#8729;한국교육학회 대외협력위원회 위원 &#8729;한국홀리스틱학회 편집위원 &#8729;한성대학교 교육대학원 교수 <저서 및 논문> &#8729;한국 교육행정발달사 탐구(공저, 2005) &#8729;교육조직행위론의 탐구(공저, 2006) &#8729;학교경영의 이론과 실제(공저, 2006) &#8729;한중 중등교육의 국제화 활성화 방안(공저, 2018) &#8729;영유아교사를 위한 교육행정 및 교육경영(2019) &#8729;교육행정 및 교육경영 &#8211;학교경영탐색&#8211;(2020) &#8729;글로벌 시대의 문화다양성을 위한 다문화사회와 교육(2021) &#8729;EDUTOPIA 구축을 위한 효과적인 장학의 이론과 실제(2021) &#8729;초 &#8228; 중등예비교사를 위한 교직실무(2022) &#8729;교사가 지각한 학교장의 변혁적 지도성과 학교 조직문화 및 학교 조직효과성 간 관계연구(교육행정학연구 29(3), 2002) &#8729;도덕적 지도성과 임파워먼트가 교직헌신에 미치는 영향 분석(교육행정학연구 25,2007) &#8729;변혁적 지도성과 조직헌신이 조직시민행동에 미치는 영향 분석(교육행정학연구 26,2008) &#8729;서번트 리더십과 팔로워십이 학교 조직효과성에 미치는 영향 분석(교육종합연구8(2), 2010) &#8729;교사가 지각한 유아교육기관 원장의 변화지향적 지도성과 교사의 직무성과 간의관계 연구(공저, 유아교육 &#8228; 보육행정연구 14(3), 2010) &#8729;학교장의 감성적 리더십과 임파워먼트가 학교 조직효과성에 미치는 영향 분석(한국교원교육연구 27(4), 2010) &#8729;유아교사가 지각한 임파워먼트와 조직헌신성과의 관계연구(공저, 유아교육 &#8228; 보육행정연구 14(4), 2010) &#8729;학교장의 서번트 리더십과 학교 조직문화가 학교 조직효과성에 미치는 영향 분석(교육종합연구 10(1), 2012) &#8729;감성적 리더십과 조직감성이 교직헌신에 미치는 영향 분석(소통과 인문학, 16, 2013. 2.) &#8729;유아교육기관 원장의 변화 지향적 리더십과 교사집단의 직무만족과의 관계(소통과 인문학, 16, 2014. 2.) &#8729;유아교육기관 원장의 분산적 리더십과 조직문화와의 관계(소통과 인문학, 19, 2014. 8.) &#8729;감성적 리더십, 학교 조직문화, 직무만족 간의 구조 관계(교육종합연구13(1), 2015) &#8729;유아교육기관 원장의 변화 지향적 리더십과 교사집단의 직무만족과의 관계(소통과인문학, 16, 2014.2.) 유아교육기관 원장의 분산적 리더십과 조직문화와의 관계(소통과 인문학, 19,2014. 8.) &#8729;&#8729;감성적 리더십, 학교 조직문화, 직무만족 간의 구조 관계(교육종합연구13(1), 2015)

정보제공 : Aladin

목차

머리말 / 3

제Ⅰ부 교육철학의 개관
제1장 교육철학의 본질 ····································································15
제1절 교육철학의 의미 ·······························································17
제2절 교육철학의 과제 및 임무 ·····················································20
제3절 교육철학의 가치 ·······························································21
ㆍ 참고문헌 ··············································································24

제2장 교육철학의 기능과 영역 ···························································25
제1절 교육철학의 기능 ·······························································27
제2절 교육철학의 기본영역 ··························································31
제3절 교육철학 연구방법 ·····························································32
제4절 교육철학의 탐구 의의 ·························································36
ㆍ 참고문헌 ··············································································38

제Ⅱ부 전통철학과 교육
제3장 자연주의와 교육 ····································································43
제1절 자연주의의 의미 ·······························································45
제2절 자연주의의 역사 ·······························································47
제3절 루소의 교육이론 ·······························································50
제4절 자연주의 교육원리 ·····························································59
제5절 교육사적 시사점 ·······························································60
ㆍ 참고문헌 ··············································································62

제4장 이상주의와 교육 ····································································63
제1절 이상주의의 기본 사상 ·························································65
제2절 이상주의의 역사 ·······························································68
제3절 플라톤의 이데아론 ·····························································69
제4절 플라톤의 교육론 ·······························································71
제5절 이상주의 교육이론 ·····························································72
제6절 이상주의의 철학적 기초 ······················································74
제7절 이상주의의 교육관 ·····························································77
제8절 교육사적 의의와 한계 ·························································83
ㆍ 참고문헌 ··············································································85

제5장 실재주의와 교육 ····································································87
제1절 실재주의의 본질 ·······························································89
제2절 실재주의의 기본사상 ··························································91
제3절 실재주의의 역사 ·······························································93
제4절 실재주의의 철학적 기초 ······················································96
제5절 러셀의 교육이론 ·······························································99
제6절 실재주의의 교육이론 ·························································101
제7절 실재주의의 교육원리 ·························································105
제8절 교육사적 의의와 한계 ························································106
ㆍ 참고문헌 ············································································108

제6장 프래그머티즘과 교육 ······························································109
제1절 프래그머티즘의 본질 ·························································112
제2절 프래그머티즘의 역사 ·························································115
제3절 프래그머티즘의 철학적 기초 ················································117
제4절 듀이의 교육이론 ······························································122
제5절 프래그머티즘의 교육이론 ····················································126
제6절 프래그머티즘의 교육원리 ····················································131
제7절 교육사적 의의와 한계 ························································132
ㆍ 참고문헌 ············································································134


제Ⅲ부 20세기 전기의 교육철학
제7장 진보주의 ·············································································139
제1절 진보주의 등장배경 ···························································141
제2절 진보주의의 본질 ······························································143
제3절 진보주의의 철학적 근거 ·····················································145
제4절 진보주의의 역사 ······························································145
제5절 진보주의 교육의 특성 ························································146
제6절 진보주의의 교육이론 ·························································147
제7절 진보주의 교육 ································································150
제8절 진보주의의 교육원리 ·························································152
제9절 진보주의 교육의 비판 ························································155
ㆍ 참고문헌 ············································································158

제8장 본질주의 ·············································································161
제1절 본질주의 등장배경 ···························································163
제2절 본질주의의 본질 ······························································164
제3절 본질주의의 철학 ······························································166
제4절 본질주의의 역사 ······························································167
제5절 본질주의의 교육이론 ·························································168
제6절 본질주의의 교육의 내용 ·····················································171
제7절 본질주의의 교육원리 ·························································174
제8절 교육사적 의의와 한계 ························································176
ㆍ 참고문헌 ············································································178

제9장 항존주의 ·············································································179
제1절 항존주의 등장배경 ···························································181
제2절 항존주의의 본질 ······························································183
제3절 항존주의의 철학적 근거 ·····················································184
제4절 항존주의의 역사 ······························································185
제5절 항존주의ㆍ진보주의 교육의 차이점 ·········································188
제6절 항존주의 교육이론 ···························································189
제7절 항존주의의 교육원리 ·························································193
제8절 교육사적 의의와 한계 ························································195
ㆍ 참고문헌 ············································································197

제10장 재건주의 ·············································································199
제1절 재건주의 등장배경 ···························································201
제2절 기존 교육철학의 비판 ························································203
제3절 재건주의의 본질 ······························································205
제4절 재건주의의 철학적 근거 ·····················································208
제5절 재건주의의 역사 ······························································210
제6절 재건주의 교육이론 ···························································211
제7절 재건주의의 교육원리 ·························································215
제8절 교육사적 의의와 한계 ························································217
ㆍ 참고문헌 ············································································220


제Ⅳ부 20세기 후기의 교육철학
제11장 실존주의 교육철학 ································································225
제1절 실존주의 등장배경 ···························································228
제2절 실존주의의 철학적 특성 ·····················································229
제3절 실존주의의 본질 ······························································230
제4절 실존주의의 철학적 근거 ·····················································233
제5절 실존주의의 역사 ······························································235
제6절 실존주의 교육의 성격 ························································237
제7절 실존주의 교육이론 ···························································239
제8절 실존주의의 교육원리 ·························································243
제9절 교육사적 의의와 한계 ························································245
ㆍ 참고문헌 ············································································248

제12장 분석 교육철학 ······································································251
제1절 분석철학의 등장배경 ·························································253
제2절 분석철학의 성격 ······························································255
제3절 분석 교육철학의 기능과 교육원리 ··········································257
제4절 분석 교육철학의 흐름 ························································259
제5절 분석철학과 교육 ······························································263
제6절 분석철학의 교육이론 ·························································264
제7절 교육사적 의의와 한계 ························································267
ㆍ 참고문헌 ············································································271

제13장 비판 교육철학 ······································································273
제1절 비판이론의 등장배경 ·························································275
제2절 비판 교육이론의 성격 ························································278
제3절 비판 교육이론의 성립과정 ···················································285
제4절 비판이론과 교육 ······························································286
제5절 비판이론의 교육이론 ·························································289
제6절 교육사적 의의와 한계 ························································292
ㆍ 참고문헌 ············································································296

제14장 포스트모더니즘의 교육철학 ·····················································299
제1절 포스트모더니즘의 등장배경 ··················································301
제2절 포스트모더니즘에 대한 논의의 다양성 ·····································303
제3절 포스트모더니즘의 기본 개념 ················································306
제4절 포스트모더니즘의 성격 ······················································308
제5절 포스트모더니즘의 사상적 특징 ··············································309
제6절 포스트모더니즘과 교육 ······················································313
제7절 교육사적 의의와 한계 ························································316
ㆍ 참고문헌 ············································································319

찾아보기 ··············································································320

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