이 책의 키워드는 인간, 삶, 배움이다. ‘인간이란 무엇인가?’의 문제는 종합적인 사고를 요하는 근원적 질문으로서 먼저 깊은 철학적 성찰이 필요하나, 이에 더하여 인간은 실제 삶의 현장에서 활동하는 존재이기에 그 삶의 구체적인 양상을 살펴보아야 하며, 인간은 정태적 존재가 아니라 끊임없이 변화하고 성장하는 존재로서 특히 인간성의 완성을 지향하여 자라가는 존재이기에 인간을 논함에 있어서 배움에 관한 탐구는 필수적인 요소이다. 이러한 취지에서 1부에서는 인간의 합리성, 자연성, 본래성, 영성의 네 차원의 특성을 통해 인간이란 어떤 존재인가를 고찰하고, 2부에서는 인간의 삶의 구체적 양상들을 정치적, 문화적, 종교적인 영역을 통해 살펴보며 이 영역들은 각기 인간의 배움과 어떠한 관련을 맺고 있는지 고찰하였다. 마지막으로 3부에서는 인간 배움의 구체적 문제들과 관련하여 무엇이 좋은 배움이며 이것이 어떻게 이루어지며 좋은 인간성을 실현할지를 구체적으로 고찰하였다.

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머리말 / 3

추천사 / 8

제1부 인간이란 어떤 존재인가

1 이성적ㆍ합리적 존재 ·················································································17

(1) 플라톤 ··································································································17

(2) 아리스토텔레스 ······················································································22

(3) 칸트 ·····································································································26

◆ 참고문헌 ································································································33

2 감성적ㆍ자연적 존재 ·················································································35

(1) 공자와 맹자의 仁義之心············································································35

(2) 루소의 자기애와 자연성 ··········································································38

(3) 노장사상의 무위자연(無爲自然)의 인간관: 학의 다리가 길다고 자르지 말라 ···43

◆ 참고문헌 ································································································58

3 의지적ㆍ본래적 존재 ·················································································59

(1) 실존은 본질에 앞선다 ·············································································59

(2) 본래적인 인간, 비 본래적인 인간 ·····························································63

◆ 참고문헌 ································································································67

4 영적ㆍ종교적 존재 ····················································································69

(1) 아우구스티누스와 코메니우스의 영적 인간관 ·············································69

(2) 키에르케고어의 역설 개념과 종교적 인간성 ···············································98

◆ 참고문헌 ······························································································120

제2부 삶의 유형과 배움

1 정치와 배움 ···························································································125

(1) 정치적 삶과 배움 ·················································································125

(2) 자유주의, 공동체주의 그리고 교육 ··························································130

(3) 시민 교육의 방향 ·················································································160

◆ 참고문헌 ······························································································193

2 문화와 배움 ···························································································197

(1) 문화적 삶과 배움 ·················································································197

(2) 다문화교육 ··························································································201

(3) 현대 문화와 자율성 ··············································································230

◆ 참고문헌 ······························································································258

3 종교와 배움 ···························································································263

(1) 종교적 삶과 배움 ·················································································263

(2) 공자의 교육사상에 나타난 배움과 사고 ···················································268

(3) 맹자 사상을 통해 본 배움 ·····································································297

(4) 예수 그리스도의 가르침과 교사상 ··························································319

◆ 참고문헌 ······························································································347

제3부 바람직한 배움이란 무엇인가

1 ‘프로네시스’에 담긴 가르침과 배움 ···························································353

(1) 서론 ···································································································353

(2) 인간의 행복과 프로네시스 ·····································································356

(3) 덕(德)과 프로네시스 ·············································································361

(4) 프로네시스와 가르침 ············································································370

(5) 프로네시스와 배움 ···············································································375

(6) 결론: 가르침과 배움의 프로네시스 ·························································381

◆ 참고문헌 ······························································································385

2 사고의 교육적 의미 ················································································387

(1) 서론 ···································································································387

(2) 듀이의 반성적 사고 개념 ······································································388

(3) 시걸의 비판적 사고 개념 ······································································395

(4) 립맨의 협력적 탐구로서의 사고 ·····························································403

(5) 결론 ···································································································407

◆ 참고문헌 ······························································································412

3 관계 형성과 배움 ···················································································413

(1) 서론 ···································································································413

(2) Noddings 배려 관계 이론에 기초한 교육의 본래적 관계의 준거 ················418

(3) 공자의 교육 실천을 통해 본 본래적 관계의 실제 ·····································426

(4) 결론 및 종합논의 ·················································································434

◆ 참고문헌 ······························································································439

4 정약용의 인간관과 배움 ··········································································441

(1) 들어가며 ·····························································································441

(2) 다산의 문제의식: 성리학적 인간관과 교육관에 대한 반성 ··························443

(3) 공자 교육사상의 창조적 계승 ·································································447

(4) 맺음말 ································································································459

◆ 참고문헌 ······························································································465

5 빌둥과 본래성: 참 자아를 찾는 배움 ························································467

(1) 들어가며 ·····························································································467

(2) 빌둥의 의미 ························································································469

(3) 본래성의 의미 ·····················································································478

(4) 빌둥과 본래성 비교 ··············································································485

(5) 나오며: 빌둥과 본래성의 교육적 함의 ·····················································491

◆ 참고문헌 ······························································································494

찾아보기 ··································································································497