‘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.

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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