다시 생각해보는 브루너 교육의 문화

개정판을 내면서: 다시 개정 증보판에 부쳐서∙3
역자 서문: 개정 증보판을 다시 내면서∙7
한국어 판을 위한 저자의 서문∙15
저자 서문∙17

제1장 문화, 마음 그리고 교육/ 33
Ⅰ. 인간 마음의 본질에 관한 두 가지 개념화 방식······················· 35
Ⅱ. 컴퓨터주의와 문화주의의 교육에 대한 접근방법····················· 46
Ⅲ. 교육에 대한 심리․문화적 접근의 입장·································· 53
1. 기본적 시각······································································· 54
2. 구속주의 입장···································································· 58
3. 구성주의 입장···································································· 65
4. 상호작용적 입장································································ 65
5. 외적 구체화주의································································ 69
6. 도구주의············································································ 74
7. 제도적 입장······································································· 80
8. 정체성과 자존심································································ 89
9. 내러티브 사고···································································· 95
Ⅳ. 교육에 대한 문화심리학적인 조망에 비추어 본 제안············· 102
요약···························································································· 104
Notes ·························································································· 114

제2장 일상 교육론/ 125
Ⅰ. 일상의 민간 심리학과와 일상교육론: 변화하는 교수의 세계·· 127
Ⅱ. 마음의 모형과 가르침의 모형················································ 140
1. 아동들을 모방적 학습자로 보는 것(모방적 학습자 모형): “방법적 지식(know-how)”의 습득···································· 141
2. 아동들을 교훈적인 사태에 노출시키는 것(설명식 교수)으로부터 학습이 이루어지는 것으로 보는 것(설명식 교수 모형): “명제적 지식”의 획득······················ 143
3. 아동들을 사고하는 사람으로 보는 것(사고 주체 모형): 간주관적 상호교환의 발달············································ 145
4. 아동들을 지식을 많이 알고 있는 유식한 것으로 보는 것(유식자 모형): “객관적” 지식의 관리··················· 152
Ⅲ. 실제의 학교 교육·································································· 156
Ⅳ. 요약: 마음, 문화 그리고 교육의 재고찰································ 157
요약···························································································· 161
Notes ·························································································· 175

제3장 교육 목적의 복잡성/ 179
Ⅰ. 교육에서의 세 가지 이율배반················································ 181
Ⅱ. 교육목적의 이율배반적 성격을 이해하기: Head Start 프로그램···························································· 189
Ⅲ. 협동적 학교 문화: Oakland 프로젝트··································· 196
Ⅳ. 학교의 새로운 기능······························································ 204
요약···························································································· 213
Notes ·························································································· 219

제4장 현재, 과거 그리고 미래의 가능성을 가르치기/ 223
Ⅰ. 교수와 학습에 대한 네 가지 중요한 아이디어 소개··············· 225
Ⅱ. 반성····················································································· 229
Ⅲ. 주체적 행위와 협동······························································ 236
Ⅳ. 문화····················································································· 245
요약···························································································· 251
Notes ·························································································· 257

제5장 타인의 마음을 이해하기와 설명하기/ 259
Ⅰ. 해석과 설명이 어떻게 다른가················································ 261
Ⅱ. 어린이의 마음․사고․자아에 대한 연구······························· 269
Ⅲ. 해석과 설명의 진정한 관계 및 해석적 관점이 가지는 특징·········································································· 277
Ⅳ. 해석과 설명이 공존할 수 있는 방법······································ 282
요약···························································································· 285
Notes ·························································································· 295

제6장 과학의 내러티브/ 299
Ⅰ. 학교 개혁 운동의 필요성······················································ 301
Ⅱ. 과학 교육에서의 내러티브····················································· 309
요약···························································································· 326
Notes ·························································································· 332

제7장 실재의 내러티브적 구성/ 333
Ⅰ. 실재의 내러티브적 구성에 대한 관심···································· 335
Ⅱ. 내러티브 실재에 대한 아홉 가지 보편적인 문제들················ 341
Ⅲ. 무의식에 관한 세 가지 고전적인 대책과 학교교육················ 367
요약···························································································· 372
Notes ·························································································· 378

제8장 행함으로서의 앎/ 383
Ⅰ. 노동심리학에 대해 Scribner와 나눈 대화의 의미와 중요성··· 385
Ⅱ. 인지심리학의 고전적 쟁점에 대한 논의································· 393
요약···························································································· 400
Notes ·························································································· 405

제9장 미래의 심리학/ 407
제1부 인간 탐구
Ⅰ. 인간 본성과 인간 조건 연구의 세 가지 도전························ 409
1. 생물학적 진화 연구·························································· 412
2. 문화적 전환····································································· 413
3. 상황적 연구····································································· 419
Ⅱ. 마음과 문화와의 관계 및 인간활동의 상황적 본질의 의미····· 420
Ⅲ. 문화 참여의 중요성······························································ 424
제2부 간주관성의 도전
Ⅰ. 간주관성 출현의 연구 ························································· 428
Ⅱ. 다른 사람의 마음을 어떻게 알 수 있는가? ···························· 429
Ⅲ. 인간의 말과 언어·································································· 441
요약···························································································· 444
Notes ·························································································· 452

각 장별 주요 아이디어 모음∙457
CREDITS∙468
교육의 문화(The culture of education) 를 위한 독해 자료∙469
부록∙483
찾아보기∙569