백만 교육학도를 향한 이홍우의 아폴로기아

1. 집필의 계기 ······································································7
2. ‘학문과 글쓰기’ ·······························································19
3. 글읽기와 글쓰기 ·····························································23
4. 번역 공부 ········································································43
5. ‘교육적 환경’ ···································································59
6. 운명 ·················································································73
7. 敎學相長··········································································81
8. 질문: 가르침과 배움의 원동력 ······································95
9. 삶의 근본 비유(1): 안과 밖 ········································117
10. 삶의 근본 비유(2): 위와 아래 ·····································141
11. 메타프락시스 ·································································165
12. 東道西器········································································187
13. 글의 논리와 마음의 논리 ············································205
14. 自利行과 利他行···························································223
15. 호모 메타프락티쿠스 ····················································239
<추기> 가족과 성경재 ························································253
<부록> 學問的 自敍傳························································283