통치와 교육

머리말 / 3

제1장 최초의 학교는 누가 세웠나? ·······························9
최초의 학교와 그 창설자 ··································10
문자의 발명과 교육 ·······································18

제2장 ‘국가의 기원’을 가르친다는 것····························29
조선시대의 역사인식 ······································31
국가에 관한 ‘신화’ 또는 ‘망각’ ····························42

제3장 국자감과 성균관··········································47
국자감의 설립 ············································48
국자감에서 성균관으로 ····································53
교육제도와 국제 역학 ·····································57

제4장 ‘학위성인’(學爲聖人)이라는 관념의 역사···················65
학위성인(學爲聖人) 혹은 성가학(聖可學)이라는 관념 ·······69
‘학위성인’을 부정한 오규우 소라이 ························77
‘학위성인’과 진리의 역사 ··································80

제5장 조선시대 왕(王)의 교육···································83
성리학의 ‘군사’ 이념 ······································84
조선왕조와 ‘군사’ 이념 ····································87
맹자와 마키아벨리의 군주론 ······························101

제6장 통치와 교육의 관계······································111
근대 이전 동아시아에서의 통치－교육 관계 ···············113
근대 이전 서양에서의 통치－교육 관계 ···················123

제7장 서양 근대교육과 폴리스·································135
근대교육의 ‘기원’에 관한 이론들 ·························136
국가이성과 폴리스 ·······································142
근대교육과 폴리스 ·······································146

제8장 한국 근대교육의 탄생···································153
‘서양 충격’(Western Impact)과 동아시아 근대교육 ········154
한국 근대교육의 출현: 박영효 「개화상소」와 유길준 『서유견문』을 중심으로 ···························160

부록1 ‘현재의 역사’와 역사교육································177
1. 역사서술과 역사교육의 일반적 관계 ···················177
2. ‘현재의 역사’가 의미하는 바 ··························182
3. ‘현재의 역사’와 역사교육 ·····························192
부록2 ‘하나의 역사로 가르치는 일’의 무모함···················197