마을로 돌아온 학교

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제1부 인간, 교육, 마을
제1장 인간과 교육 ·····························································27
1. 인간의 조건과 교육적 욕망 ·········································27
2. 교육적 인간이해 ······················································35
3. 교육이란 무엇인가? ··················································44

제2장 교육의 시원과 제1차 교육혁명 ···································59
1. 수렵채집사회의 생활과 교육 ········································59
2. 문자의 발명과 교육혁명의 시작 ····································65
3. 서양문명과 학교의 원형 ·············································72

제3장 마을과 교육 ····························································81
1. 수렵채집사회의 원시 마을 ···········································81
2. 도시국가와 농촌 마을 ················································88
3. 제1차 교육혁명의 의의 ··············································94
참고문헌 ··································································104

제2부 학교와 사회
제1장 제2차 교육혁명: 공교육의 제도화 ······························111
1. 공교육제도의 출현과 이상 ··········································111
2. 학교란 무엇인가? ····················································123
3. 제2차 교육혁명의 의미 ·············································130

제2장 산업사회의 학교 ·····················································141
1. 산업화와 도시학교 ···················································141
2. 도시화와 농촌학교 ···················································147
3. 공동체로서의 학교 ···················································155

제3장 학교교육의 대안 모색 ·············································163
1. 학교와 사회 ··························································163
2. 대안적 교육 모색 ····················································170
3. 마을학교의 도전 ·····················································177
참고문헌 ··································································186

제3부 미래 교육과 마을교육공동체
제1장 제3차 교육혁명 시대와 마을 ·····································193
1. 제3차 교육혁명기 개막 ·············································193
2. 학교의 미래 ··························································203
3. 왜, 마을인가? ························································211

제2장 마을교육공동체의 이해 ············································227
1. 지역사회학교와 교육공동체 ·········································227
2. 마을교육공동체의 개념과 유형 ·····································237
3. 마을교육공동체의 새로운 접근 ·····································245

제3장 마을교육공동체의 실제 ············································255
1. 마을교육공동체 접근방식 ···········································255
2. 학교가 마을 품기 ····················································261
3. 마을이 학교 품기 ····················································271
4. 마을교육공동체의 조건 ··············································280
참고문헌 ··································································294

<살아 있는 학교박물관> 설립을 제안하며 ···································300
찾아보기 ·········································································302

마을은 원시 수렵채집사회에서 생존과 활동, 배움의 기반이었고, 농경사회에서는 삶과 생활, 노동과 교육의 기본 터전이었다. 그러나 산업사회를 맞이하면서 마을은 강제적으로 해체의 과정을 밟아왔다.
이러한 과정에서 산업화 이전 과거의 ‘마을’은 산업사회의 대안적 ‘공동체’와 결합하는 변증법적 발전과정을 통해 ‘마을공동체’로 생환하였다. ······ 현대사회의 마을공동체는 제3차 교육혁명으로 집약되는 ‘미래 교육’과 만나 ‘마을교육공동체’라는 교육생태계를 함께 창조하고 있다······