머리말

 

『교육철학잡기』 여덟 번째, 제8권이다. 벌써 세월이 그렇게 되었는가! 8권인지라, 8자를 바로 보기도 하고 거꾸로 뒤집어 보기도 했다. 아무리 봐도, 보이는 그대로 8자일 뿐이다. 옆으로 눕혀 보았다. 다른 모습이 보인다. 수학의 기호인 무한대(無限大: ∞)와 비슷하다. 아니 같은가! 수학에서 무한대는 어떤 수나 양, 공간이나 시간 등에 제한이나 한계가 없는 상태를 의미한다. 어떤 실수(實數)나 자연수(自然數)보다 큰 상태를 나타낸다. 수열(數列)이나 함수(函數)가 무한대로 발산(發散)할 때도 사용한다.

지금까지의 내 인생, 거의 대부분을, 글을 다루었다. 글을 읽고 쓰며, 대략적으로 인생을 다듬어 오기만 했다. 그렇게 믿었다. 이런 삶에도 무한대가 있을까?

헤르만 헤세가 독서(讀書)에 관해 언급한 말들이 어렴풋이 떠올랐다. 인생은 짧다! 이 짧은 인생을 살고 난 후, 저 세상에 갔을 때, 누군가 물을까? ‘책을 몇 권이나 읽고 왔냐?’ 이 짧은 인생살이에서, 무가치한 독서로 시간을 허비한다면, 미련하고 안타까운 일이리라.

삶의 한 걸음 한 호흡마다 그러하듯, 글 다루는 작업을 할 때는, 무언가 기대한 바가 있어야 한다. 보다 풍성한 활력을 얻고자 온 힘을 기울이고, 의식적으로 나를 재발견하기 위해 스스로를 버리고 몰두해야 한다. 한 권 한 권의 책, 하나하나의 글자와 문장들을 읽어 나가면서, 기쁨이나 위로, 또는 마음의 평안이나 힘을 얻지 못한다면, 철학사(哲學史)를 줄줄 꿰고 있다 한들 무슨 소용이 있겠는가? 아무 생각 없이 산만한 정신으로 글을 읽는 것은, 눈을 감은 채 아름다운 풍경 속을 거니는 것과 다름없다.

나 자신과 나의 일상을 잊으려고 책을 읽어서도 안 된다. 보다 의식적으로 더욱 성숙하게 내 삶을 단단히 부여잡기 위해 글을 읽어야 한다. 책을 향해, 글 속으로 들어갈 때는, 겁에 질린 학생이 호랑이 선생님에게 불려가듯, 백수건달이 술병을 잡는 것처럼 해서는 안 된다! 히말라야를 오르는 산악인이 장비를 챙기듯, 전쟁터에 나가는 군인이 무기고 안으로 들어설 때의 마음가짐을 가져야 한다. 살아갈 의지를 상실한 도망자로서가 아니라, 굳은 의지를 품고 친구들에게 나아가듯이 말이다!

나는, 헤세의 가르침에 따라, 이렇게 고전(古典)에 다가간 적이 꽤 많았다. 이번 8권은 그렇게 고전의 100가지 내용을 마음으로 받아들였다.

그리고 생각해 보았다. 수많은 글을 다루면서 나는 성장했는가! 모르겠다. 그저, 진정한 교양이란, 완성을 추구하는 모든 노력이 그러하듯이, 어떤 목적을 갖는 것이 아니라, 그 자체로 의미 있다.

헤세의 독서에 관한 사유를 더듬으며, 8권을 마무리 한다.

 

2025. 11. 입동(立冬) 절기에

안동 시우실 망천서재에서

신창호

[목 차]

「주역(周易)」의 원형이정(元亨利貞) - 우주 자연의 역동성 ··················· 2

「주역(周易)」의 세상 - 인생의 이치 ······················································· 4

「서경(書經)」「홍범(洪範)」의 삼덕(三德) - 세 가지 삶의 품격 ··············· 6

「시경(詩經)」의 요조숙녀 - 그 믿음과 소망 ··········································· 8

「효경」의 본질과 가치 - 덕성 실천의 근본 ·········································· 11

「논어」의 충서와 경 - 자기 충실과 타자 배려 ···································· 13

「논어」의 인생 디자인 - 10여 년 주기의 성숙 ····································· 16

「맹자」의 대장부(大丈夫) - 의리의 화신 ·············································· 18

「순자」「권학(勸學)」 - 공부의 필요성 ···················································· 20

「예기」「학기」-인생 학문의 이유 ························································ 22

「대학」의 3강령 - 세 가지 리더십 원칙 ··············································· 24

「중용」의 천명(天命) - 인간과 문명의 존재 이유 ································ 26

「예기」의 대동(大同) - 천하위공(天下爲公) ·········································· 28

「예기」의 소강(小康) - 편안한 사회 ····················································· 30

「육도삼략」-병법(兵法)의 선구, 승리를 향한 열망 ···························· 32

「육도삼략」「육도」-여섯 가지 비결 ···················································· 34

「육도삼략」「삼략」-세 가지 책략 ························································ 36

「춘추삼전(春秋三傳)」 - 역사 기록의 존엄 ··········································· 39

「춘추좌전」-시비(是非)의 거울 ··························································· 41

「춘추공양전」-정의(正義)의 거울 ① ·················································· 44

「춘추곡량전」-정의(正義)의 거울 ② ·················································· 47

「관자(管子)」 - 일생의 설계 ·································································· 49

굴원의 「초사」「이소」-충성, 그리고 분통과 원망 ······························ 51

양웅의 「법언」-한(漢)나라의 「논어」·················································· 53

양웅의 「법언」「학행」-인생의 알파(α) ················································ 56

양웅의 「법언」「효지」-인생의 오메가(ω) ············································ 59

「문심조룡(文心雕龍)」 - 삶과 문장의 품격 ··········································· 62

왕수인의 「전습록」-양심 확인과 표출 노력 ······································ 64

「노자도덕경」의 현묘(玄妙) - 오묘함과 광대함 ···································· 66

「장자」의 도(道) - 존재의 충만 ···························································· 68

「전국책(戰國策)」 ① - 유세객(遊說客)들의 정치 무대 ························· 70

「전국책(戰國策)」 ② - 유세 웅변의 힘 ················································ 72

「전국책(戰國策)」 ③ - 서문의 끝자락과 마지막 기록 ························· 74

「손자병법(孫子兵法)」「계(計)」 - 투쟁의 존재 이유 ······························ 76

「채근담(菜根譚)」 ① - 청고(淸苦)를 겪은 단련(鍛鍊) ·························· 78

「채근담(菜根譚)」 ② - 만족의 요건 ····················································· 80

「고문진보(古文眞寶)」의 시작 - 학문 권장 ··········································· 82

「고문진보(古文眞寶)」「귀거래사」-돌아오는 기쁨 ······························ 84

「법화경(法華經)」 ① - 붓다의 어보(御寶) ············································ 86

「법화경(法華經)」 ② - 묘법(妙法) ························································ 88

「법화경(法華經)」 ③ - 연화(蓮華) ························································ 90

「금강경」-마음 평정을 향한 고뇌 ······················································ 92

혜능의 「육조단경」-선(禪)의 핵심 ····················································· 94

논쟁의 초월 - 불교의 회쟁론 ① ·························································· 96

논쟁의 초월 - 불교의 회쟁론 ② ·························································· 99

논쟁의 초월 - 불교의 회쟁론 ③ ························································ 101

논쟁의 초월 - 불교의 회쟁론 ④ ························································ 103

논쟁의 초월 - 불교의 회쟁론 ⑤ ························································ 105

「우파니샤드」① - 우주 자연에 다가간 인간들의 기록 ···················· 108

「우파니샤드」② - 사상가들의 가르침 ··············································· 111

「우파니샤드」의 아트만 - 인간의 자기 탐구 ······································ 113

「우파니샤드」의 우파스 - 명상이라는 공부의 축제 ··························· 115

「우파니샤드」「카우시타키 우파니샤드」-자기에 관한 지식 ············· 117

소크라테스의 「변론」-사형[죽음]의 메시지 ① ································ 119

소크라테스의 「변론」-사형[죽음]의 메시지 ② ································ 121

헤르더의 「새로운 역사철학」-인류사의 목적 ··································· 123

존 로크의 「인간지성론」-민주주의의 선구 ······································ 125

존 로크의 「인간지성론」-지성의 특권 ············································· 127

존 로크의 「인간지성론」-쾌락과 선악의 판단 ································· 129

존 로크의 「인간지성론」-반성과 능동적 힘 ···································· 132

존 로크의 「인간지성론」-인간의 자유 ············································· 134

몽테스키외 「법의 정신」-법의 조건과 삼권 분립 ··························· 136

몽테스키외 「법의 정신」-역사적 메시지 ·········································· 139

몽테스키외 「법의 정신」-법의 본질 ················································· 141

몽테스키외 「법의 정신」-정치 체제 ················································· 143

몽테스키외 「법의 정신」-정치적 자유론 ·········································· 146

루소의 「인간 불평등의 기원」-유년기의 경험들 ····························· 148

루소의 「인간 불평등의 기원」-청소년기의 깨달음 ·························· 151

루소의 「인간 불평등의 기원」-자유와 해방, 그리고 문명의 부패 ·· 154

루소의 「인간 불평등의 기원」-정치에 대한 관심과 불평등 ············ 157

루소의 「인간 불평등의 기원」-자연과 사회의 불평등 ···················· 159

루소의 「인간 불평등의 기원」-불평등의 발생 ································· 162

루소의 「인간 불평등의 기원」-불평등의 심화 ································· 164

맬서스의 「인구론」요지 ① ································································ 167

맬서스의 「인구론」요지 ② ································································ 170

맬서스의 「인구론」요지 ③ ································································ 172

막스 베버의 ‘관료제’와 정치 지도자의 책임 ······································ 174

막스 베버의 「프로테스탄티즘 윤리와 자본주의 정신」

- 노동자 ······················································································ 177

막스 베버의 「프로테스탄티즘 윤리와 자본주의 정신」

- 사회과학적 방법 ······································································ 180

막스 베버의 「프로테스탄티즘 윤리와 자본주의 정신」

- 프로테스탄트 ··········································································· 182

막스 베버의 「프로테스탄티즘 윤리와 자본주의 정신」

- 자본주의 ·················································································· 185

러셀의 「서양의 지혜」-지혜의 등불 ················································· 187

러셀의 「서양의 지혜」-철학과 지혜 ················································· 190

러셀의 「서양의 지혜」-사실과 사색 ················································· 193

러셀의 「서양의 지혜」-철학의 과업 ················································· 195

러셀의 「서양의 지혜」-교육의 본질 ················································· 197

아인슈타인의 「나의 인생관」-내가 믿는 것 ① ······························· 199

아인슈타인의 「나의 인생관」-내가 믿는 것 ② ······························· 202

아인슈타인의 「나의 인생관」-내가 믿는 것 ③ ······························· 205

아인슈타인의 「나의 인생관」-사회와 개성 ① ································· 207

아인슈타인의 「나의 인생관」-사회와 개성 ② ································· 209

아인슈타인의 「나의 인생관」-교육 ① ············································· 212

아인슈타인의 「나의 인생관」-교육 ② ············································· 215

아인슈타인의 「나의 인생관」-사회주의 ① ······································ 218

아인슈타인의 「나의 인생관」-사회주의 ② ······································ 221

아인슈타인의 「나의 인생관」-전쟁과 평화 ······································ 225

톨스토이의 「교육론」-사회는 진보하는가 ① ··································· 228

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