한국 교육사상의 맥 책 가격비교

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· 제목 : 한국 교육사상의 맥
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교육학 일반
· ISBN : 9788925418339
· 쪽수 : 454쪽

책 소개

우리나라 교육의 사상적 관류를 통하여 그 맥과 혈을 탐구해보고자 시도된 책이다. 내용 이해력을 높이기 위해 가능한 한 내용을 쉽게 풀어 썼으며 시각적 효과를 높이기 위하여 다양한 그림이나 사진들을 삽입해 넣었다.

머리말 / 3

제1장 교육사상사의 개관 ·······························································11
제1절 교육사상사의 의미 ··························································13
제2절 교육사상사의 접근방법 ·····················································14
제3절 교육사상사의 성격 ··························································19

제2장 단군신화의 교육사상 ····························································21
제1절 단군신화의 사상적 의미 ···················································23
제2절 단군신화에 나타난 교육원형 ··············································27
제3절 고조선의 성립 ································································35
제4절 고조선의 교육 ································································37
제5절 교육원형에서 본 한국 교육의 병리현상 ·································40

제3장 선도(仙道) 사상과 교육 ························································43
제1절 선도의 역사 ··································································45
제2절 선도의 본질과 성격 ·························································47
제3절 선도의 교육 사상적 의의 ··················································49

제4장 화랑도의 교육사상 ·······························································53
제1절 화랑도의 기원 ································································55
제2절 화랑도의 사상 ································································62
제3절 화랑도의 교육사상 ··························································70
제4절 화랑도의 발전과정 ··························································74
제5절 화랑도 사상의 계승 ·························································76
제6절 화랑도 교육 사상적 의의 ··················································79

제5장 불교의 교육사상 ··································································83
제1절 불교의 역사 ··································································85
제2절 불교의 종교적 특징과 교육적 영향 ·····································100
제3절 한국 불교의 전개 과정 ···················································103
제4절 불교의 교육사상 ····························································106
제5절 자비의 교육철학 ····························································120
제6절 불교의 교육사상가 ·························································123
제7절 불교의 교육 사상적 의의 ·················································138

제6장 유교의 교육사상 ·································································143
제1절 유교의 역사와 사상 ·······················································145
제2절 유학의 교육이론 ····························································190
제3절 성리학(신유교)과 교육사상 ···············································193
제4절 한국의 유교 역사와 교육 ·················································200
제5절 유교 교육사상가 ····························································217
제6절 한국 유학에 대한 역사적 평가 ··········································246
제7절 유교의 교육 사상적 의의: ‘인자’(仁慈)한 교육관 ····················248

제7장 실학의 교육사상 ·································································251
제1절 실학사상의 등장 배경 ·····················································253
제2절 실학의 특징 ·································································254
제3절 실학의 발전 과정 ··························································256
제4절 실학의 학문적 토대 ·······················································258
제5절 실학의 교육적 인간상 ·····················································260
제6절 실학의 공헌점과 한계 ·····················································261
제7절 교육사상가 ··································································262
제8절 실학의 교육 사상적 의의 ·················································280

제8장 천주교의 교육사상 ······························································283
제1절 천주교의 전래과정 ·························································285
제2절 조선 천주교의 근대적 교육활동 ·········································296
제3절 천주교의 교육사상에 대한 공헌과 근대교육에 미친 영향 ··········308
제4절 천주교의 교육 사상적 의의 ··············································314

제9장 동학의 교육사상 ·································································321
제1절 동학의 발생 배경 ··························································323
제2절 동학의 근본사상 ····························································328
제3절 동학의 교육관 ······························································338
제4절 동학의 교육사상 ····························································345
제5절 동학의 교육사업 전개 ·····················································364
제6절 동학의 교육 사상적 의의 ·················································367

제10장 기독교의 교육사상 ······························································371
제1절 기독교의 수용과 민족의식의 형성 ······································374
제2절 근대 기독교 학교의 성립 ·················································381
제3절 구한말(개화기) 기독교 교육의 특성 ·····································387
제4절 기독교 학교의 교육활동 ··················································392
제5절 기독교(교육)의 전개과정 ··················································419
제6절 기독교의 교육 사상적 의의 ··············································421

참고문헌 ············································································431
찾아보기 ·············································································440

저자소개

신재흡 (지은이) 정보 더보기

전) ∙한국 유아교육 ‧ 보육복지학회 서울지회장, 연구윤리위원장 ∙한국 교육행정학회 윤리위원장, 재정기금위원장, 부회장 선출위원장, 조직규정위원장 ∙한국 교원교육학회 감사, 대외협력위원장, 윤리위원장, 중등교육위원장, 홍보기금위원장 ∙한국 교육학회 선거관리위원장 ∙한국 교육정치학회 윤리위원장, 감사 ∙한국 실천교육학회 인성위원장 ∙한국재정경제학회 윤리위원장 ∙한국 생태유아교육학회 이사 ∙한국 홀리스틱학회 편집위원 ∙경기도교육청 수석교사 선발위원 ∙서울특별시교육청 학교장 경영능력 평가위원 ∙구리시청 보육정책위원 ∙한국 교육정책연구소 전문위원 현) ∙한국 교원교육학회 부회장 ∙한국 유아교육 ‧ 보육복지학회 부회장 ∙한국 교육행정학회 이사 및 주삼환 교육리더십상 위원 ∙한국 교육정치학회 이사 ∙한국 미래유아교육학회 이사 ∙경기도 교육정책자문위원회 위원 ∙한성대학교 교육대학원 원장 <수상> ∙서양교육변천사 탐구 - 2022년도 세종도서 학술부문 우수도서 선정 ∙Hansung University Best Researcher상 수상(2023학년도 연구영역 평가) <저서> ∙교육행정발달사 탐구 ∙교육조직행위론의 탐구 ∙학교경영의 이론과 실제 ∙유아교사론 ∙보육교사론 ∙교육학의 이해 ∙영유아 교육행정 ∙현직교사를 위한 현장교육 연구의 이론과 실제 ∙학생지도와 상담을 위한 생활지도의 이해 ∙21세기의 다양한 교육리더십 ∙중등교직실무(공저) ∙사례 중심의 아동권리와 복지 ∙사례 중심의 유아교사론 ∙교육과 사회 -교육의 사회학적 이해- ∙21세기 스마트시대의 교사양성을 위한 교육방법 및 교육공학 ∙교육행정 및 교육경영 -학교경영 탐색- ∙글로벌시대의 문화 다양성을 위한 다문화 사회와 교육 ∙EDUTOPIA 구축을 위한 효과적인 장학의 이론과 실제 ∙초 ‧ 중등 예비교사를 위한 교직실무 ∙4차 산업혁명 시대의 교육리더십 트렌드 ∙서양 교육철학 ∙서양교육변천사 탐구 ∙한국 교육변천사 탐구 ∙예비교사를 위한 학교폭력 예방 및 학생의 이해 ∙교육과 심리 -교육의 심리학적 이해- ∙예비교사를 위한 학교폭력 예방과 학생의 이해 ∙영유아 교육행정 및 교육경영 ∙한국 교육사상의 맥(脈) <논문> ∙한중 중등교육의 국제화 활성화 방안(공저) ∙경찰대학생 임용 ‧ 학사 분리방안 및 졸업정원제 도입연구(공저) ∙경찰대학 치안정책과정 교육 효과측정지표 개발(공저) ∙평생학습국가 건설과 유아교육 ‧ 보육시스템의 기능 강화 방안에 대한 연구(공저) ∙유아교사가 지각한 임파워먼트와 조직헌신성과의 관계연구(공저) ∙교사가 지각한 유아교육기관 원장의 변화 지향적 지도성과 교사의 직무성과 간의 관계연구(공저) ∙유아교육기관 원장의 변화 지향적 리더십과 교사집단의 직무만족과의 관계 ∙유아교육기관 원장의 분산적 리더십과 조직문화와의 관계 ∙교사가 지각한 학교장의 변혁적 지도성과 학교 조직문화 및 조직 효과성 간의 관계연구 ∙도덕적 지도성과 임파워먼트가 교직헌신에 미치는 영향 분석 ∙변혁적 지도성과 조직헌신이 조직시민행동에 미치는 영향 분석 ∙학교장의 감성적 리더십과 임파워먼트가 학교조직 효과성에 미치는 영향 분석 ∙서번트 리더십과 팔로워십이 학교조직 효과성에 미치는 영향 분석 ∙학교장의 서번트 리더십과 학교 조직문화가 학교조직 효과성에 미치는 영향 분석 ∙학교장의 서번트 리더십과 임파워먼트가 조직시민행동에 미치는 영향 분석 ∙감성적 리더십, 학교 조직문화, 직무만족 간의 구조 관계

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