교육은 왜 실패하는가

시리즈 편집자의 서문 / 3
머리말 / 5
서 문 / 8
역자 서문 / 12

Part 01 지적 사상의 전기(傳記)
Chapter 01 성인(聖人) Jerome이 되기까지 ······································· 21

Part 02 교육실패 진단의 담론: Bruner의 연구에 관한 비평적 설명
Chapter 02 Bruner의 심리학과 인지혁명 ··········································· 33
능동적인 마음 ···················································································· 34
인지 전략 ··························································································· 36
인지 구조 ··························································································· 37
문화와 인지 ······················································································· 39
인지 발달 단계 ··················································································· 43
문화 진화와 문화 발달 ······································································· 47
의도성, 간주관성 그리고 언어 발달 ··················································· 49
내러티브 전회 ···················································································· 52
능동적인 마음에서 이야기적 마음으로 ·············································· 56
Chapter 03 교육에 대한 Bruner의 ‘새로운 시각’ ······························· 59
지식의 구조 ······················································································· 64
학습의 준비성 ···················································································· 66
발견 학습에 관하여 ············································································ 69
학습 동기 ··························································································· 72
Chapter 04 교육 이론에서 교육 실천으로 ·········································· 75
MACOS: 인간을 주제로 한 교수요목 ················································ 76
비계설정(Scaffolding): 페다고지(교수학)의 탐구 ···························· 79
헤드 스타트 ······················································································· 82
레지오 에밀리아(Reggio Emilia) ······················································ 84
Chapter 05 교육 실천에서 다시 교육 이론으로 ·································· 87
수업 이론 ··························································································· 88
수업에서 문화화(Enculturation)로 ················································· 94
마음의 만남으로서의 가르침 ····························································· 95
문화와 교육 ······················································································· 98

Part 03 교육실패의 반성: Bruner 연구에 대한 수용
Chapter 06 지적 활용: 교육과 인간 발달에 관한 논쟁 ····················· 103
Bruner와 Dewey ············································································ 104
Bruner와 Piaget ············································································· 111
Bruner와 Vygotsky ········································································ 117
Chapter 07 제도적 활용: Bruner의 이론과 교육 개혁 ······················ 124
학교 교육과 개혁의 주변부 ····························································· 126
발견 학습에 관하여 ········································································· 131
토론과 학습 ····················································································· 134
Bruner와 학교 개혁 전망 ································································ 136
MACOS의 수용 ·············································································· 143
헤드 스타트(Head Start)의 수용 ···················································· 146
학교 수업의 개선 ············································································· 149
교육 연구의 개선과 이론 ································································· 150

Part 04 교육실패를 넘어서: 지속적인 교육 논쟁에 대한 Bruner 이론의 적합성
Chapter 08 평가: Bruner의 유산 ······················································ 157
교육 연구와 교육 개혁에서 아이디어나 사상의 역할 ······················· 157
Bruner는 틀렸는가? ······································································· 160
새로운 교육 담론 ············································································· 162
Chapter 09 앞으로의 길에 대한 Bruner의 전망: 학교 교육의 인류학 ····· 172
학교 교육의 인류학 ········································································· 173
인간은 어떻게 학습하는가 ······························································· 180
가족은 어떻게 가르치는가: 아동 양육의 방식 ································· 183
제도나 기관은 어떻게 가르치는가: 학교 교육의 발명 ······················ 185
Chapter 10 앞으로의 길에 대한 Bruner의 전망: 교수학의 인지 이론 ······ 189
일상 교수(학): 교수와 학습에 관한 세 가지 사고방식 ····················· 194

Part 05 2005년 2월 8일 Jerome Bruner와의 인터뷰 전사록
부 록 A 의미 구성에 관하여 ························································· 207
부 록 B Bruner는 어떻게 교육에 관심을 갖게 되었는가 ············ 219
부 록 C 가설적인 것을 가르치기 ·················································· 231
부 록 D Dewey에 관하여 ····························································· 244
부 록 E 레지오 에밀리아(Reggio Emilia)와 국제 비교 ··············· 253
부 록 F 평가의 의미 ····································································· 263
부 록 G Bruner 사상의 궤적 ························································· 268
부 록 H 헤드 스타트(Head Start)와 학교 개혁 ···························· 271

참고문헌 / 287
찾아보기 / 295

보론 Bruner 교육이론과 한국 교육
보론 1 Bruner의 「The Culture of Education(교육의 문화)」서문 ········· 303
보론 2 Bruner의 어깨 위에 올라서서 본 ‘교육은 왜 실패하는가’ ··········· 313
보론 3 Bruner의 문화주의 교육이론과 학습: 내러티브 사고를 중심으로 ········· 362
보론 4 Bruner의 인지혁명을 통한 희망교육으로의 전환 ························ 394