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