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머리말 ·················································································································3
제1부 이론적 탐색 ······························································································11 제 1 장 안보통일교육의 실천-박찬석(공주교육대학교) ·············································13 Ⅰ. 서론 ·············································································································13 Ⅱ. 안보통일교육에 대한 전환적 인식 ·····································································15 Ⅲ. 새로운 안보통일교육의 이해 ············································································19 Ⅳ. 안보통일교육의 실천 문제에 대한 논의 ·····························································25 Ⅴ. 결론 ·············································································································30 제 2 장 안보와 동북아정세-정지웅(아신대학교) ························································35 Ⅰ. 들어가며-동북아 안보환경 ················································································35 Ⅱ. 미국의 대중국 안보전략 ···················································································38 Ⅲ. 바이든의 정책 ·································································································39 Ⅳ. 한국의 안보 강화 ····························································································48 Ⅴ. 나가며 ···········································································································50 제 3 장 평화통일교육과 통일안보교육의 이해와 성찰-한만길(한국교육개발원) ·············55 Ⅰ. 서론 ··············································································································55 Ⅱ. 평화통일교육과 통일안보교육 고찰 ····································································56 Ⅲ. 통일교육지침서를 통한 통일교육 변화 분석 ························································64 Ⅳ. 평화통일교육의 이해와 성찰 ·············································································69 Ⅴ. 안보통일교육의 이해와 성찰 ·············································································74 Ⅵ. 결론 ··············································································································78 제 4 장 독일의 통일 경험으로부터 배우는 안보통일교육-김상무(동국대학교 WISE캠퍼스) ·········83 Ⅰ. 머리말 ···········································································································83 Ⅱ. 서독의 통일교육은 어떻게 전개되었는가? ···························································84 Ⅲ. 독일 통일 이후 분단사와 동독사 이해의 관점 ···················································103 Ⅳ. 맺음말 ·········································································································105 제2부 안보통일교육의 내용 강화 ··········································································115 제 5 장 통일신라의 화쟁교육-안보와 통일 교육-안승대(한국교원대학교) ··················117 Ⅰ. 들어가는 말 ·································································································117 Ⅱ. 도구주의 교육의 대안으로서 화쟁교육론 ··························································118 Ⅲ. 통일교육의 대안으로서 화쟁교육론 ·································································121 Ⅳ. 새로운 민족으로서 화쟁민족 ··········································································123 Ⅴ. 화쟁사상과 호국교육 ·····················································································128 Ⅵ. 화쟁교육론의 교육목적과 실천원리 ·································································134 제 6 장 평화담론과 안보 그리고 통일교육-변종헌(제주대학교) ·······························145 Ⅰ. 한반도의 평화와 통일 ···················································································145 Ⅱ. 평화와 통일문제의 분기 ················································································147 Ⅲ. 평화의 가치와 통일문제의 연계 ·····································································150 Ⅳ. 평화와 통일교육의 과제 ················································································156 Ⅴ. 통일과 평화문화 ··························································································162 제 7 장 경제와 안보통일교육-방만기(충남경제진흥원) ···········································167 Ⅰ. 서론 ············································································································167 Ⅱ. 안보와 경제의 상관관계 ·················································································171 Ⅲ. AI와 디지털 경제의 역할 ···············································································174 Ⅳ. 경제와 안보통일의 미래 ·················································································177 Ⅴ. 독일 통일과의 비교 분석 ················································································181 Ⅵ. 결론: 안보와 경제 통합을 위한 시사점 ·····························································186 제 8 장 AI와 안보통일교육-권승혁(공주교육대학교) ················································195 Ⅰ. 안보통일교육과 AI는 왜 만나야만 하는가? ························································195 Ⅱ. 지금 AI와 교육의 만남은 어떻게 이루어지고 있나? ············································198 Ⅲ. 결론 ·············································································································228 제3부 안보통일교육의 교과 적용 ···········································································231 제 9 장 2022 도덕과 교육과정과 안보통일교육 방향과 과제-박형빈(서울교육대학교) ·············233 Ⅰ. 들어가며 ·······································································································233 Ⅱ. 안보통일교육의 이론적 배경 ············································································234 Ⅲ. 안보통일교육의 교육 실천 방안 ········································································242 Ⅵ. 안보통일교육의 방향과 과제 ············································································244 Ⅴ. 나가며 ··········································································································249 제10장 안보통일교육을 위한 초등 도덕과 통일 감수성 교육-이상희(광주교육대학교) ········253 Ⅰ. 서론 ·············································································································253 Ⅱ. 2022 개정 교육과정에 따른 도덕과 안보통일교육 이해 ······································255 Ⅲ. 안보통일교육을 위한 초등 도덕과 통일 감수성 함양 교육 ···································260 제11장 안보통일교육의 초등학교 실천 사례-박찬석(공주교육대학교),조 윤(아산북수초등학교) ···277 Ⅰ. 서론 ·············································································································277 Ⅱ. 현 한반도 정세와 초등학교 통일교육의 논의 ·····················································279 Ⅲ. 초등학교 통일교육의 수업 전개 ·······································································285 Ⅳ. 결론 ············································································································294 찾아보기 ···········································································································297 |
저자 소개 11
서울대학교 윤리교육과를 졸업하고 서울대학교 사범대학 윤리교육과 대학원에서 「한국 통일교육의 변천에 관한 연구」로 박사 학위를 취득하였다. 현재 공주교육대학교 윤리교육과 교수로 재직하고 있으며, 주요 관심 분야는 도덕 윤리 교육, 통일 교육, 다문화 교육 등이다. 주요 연구 저서로는 『초등교사를 위한 도덕과 교육 실제』(공저), 『초등 도덕과 교육론』(공저), 『북한 교육 연구』(공저), 『남남갈등 대립으로 끝날 것인가』, 『도덕, 통일 그리고 통합』, 『안보통일교육의 이론과 실제』(공저) 등 다수가 있다.
박찬석의 다른 상품
공주사범대학 교육과를 졸업하고 서울대학교 대학원 석사, 강원대대학원 박사 학위를 취득했다. 통일교육학회 회장, 한국교육개발원 기획처장을 역임했으며, 현재 한국교육개발원 석좌연구위원, 흥사단교육운동본부 대표를 맡고 있다. 주요 저서로는 『통일시대 북한교육론』(교육과학사, 1999),『통일교육의 이론과 실천』(교육과학사, 2000),『북한에서는 어떻게 교육할까』(우리교육, 1997),『통일을 이루는 교육』(교육과학사, 2016) 등이 있다.
서울대학교에서 문학을 공부하였으나, 최전방에서의 군 복무가 계기가 되어 그의 화두가 된 통일문제를 연구하여 같은 대학원에서 정치학 석·박사학위를 받았다. 이후, ‘한반도 평화를 위한 국제적 여건 연구’라는 주제로 State University of New York에서 박사후 과정을 이수하였다. 한국교육개발원 연구원을 거쳐 (사)통일미래사회연구소장, 아신대 조교수, (사)코리아통합연구원 연구위원, 각종 단체의 자문위원을 역임하면서, 한반도 분단과 사회의 갈등 문제를 해결하기 위해 꾸준한 연구와 활동을 하고 있다. “분단통일국과 한반도 통일-힘과 통합이론의 관점에서”(박사논문), “
서울대학교에서 문학을 공부하였으나, 최전방에서의 군 복무가 계기가 되어 그의 화두가 된 통일문제를 연구하여 같은 대학원에서 정치학 석·박사학위를 받았다. 이후, ‘한반도 평화를 위한 국제적 여건 연구’라는 주제로 State University of New York에서 박사후 과정을 이수하였다. 한국교육개발원 연구원을 거쳐 (사)통일미래사회연구소장, 아신대 조교수, (사)코리아통합연구원 연구위원, 각종 단체의 자문위원을 역임하면서, 한반도 분단과 사회의 갈등 문제를 해결하기 위해 꾸준한 연구와 활동을 하고 있다. “분단통일국과 한반도 통일-힘과 통합이론의 관점에서”(박사논문), “German Reunification from the Perspective of Integration Theory : From Functionalism to Neofunctionalism”, “통일추진 동력으로서의 민족주의”, “정경분리정책과 남북관계, 그 의의와 한계”, “한반도의 평화적 통일을 위한 방안과 유형의 모색”, “독일통일의 통합이론적 접근”, “독일통일과 예멘통일”, 『북한핵 프로그램』(역저), 『통일과 한국기독교』, 『통일학』, 『남북한 사회통합 방안 연구』(공저), 『동북아 바둑판』 등 다수의 논문과 저서가 있다.
정지웅의 다른 상품
독일 하이델베르크대 교육학과에서 박사학위 취득
현) 동국대 경주캠퍼스 교직부 교수
청주고등학교와 서울대학교 사범대학 윤리교육과를 졸업하고 서울대학교 대학원에서 교육학 박사학위를 받았다. 1997년부터 제주대학교 교육대학에 재직하고 있다. 2002년 LG연암문화재단 해외연구교수로 선정되어 UT Austin에서 그리고 2008년에는 Duke University에서 연구 활동을 하였다. 현재 제주대학교 부총장 겸 교육대학장, 한국윤리학회 회장의 직을 맡고 있다. 체계론적 방법론을 기반으로 정치와 사회현상의 변동 과정을 규명하는 연구에 관심이 많다. 정치사회사상, 시민교육, 남북한 관계와 통일교육 등에 관한 다수의 연구 결과를 발표하였다. 『비전 2020』, 『현대사
청주고등학교와 서울대학교 사범대학 윤리교육과를 졸업하고 서울대학교 대학원에서 교육학 박사학위를 받았다. 1997년부터 제주대학교 교육대학에 재직하고 있다. 2002년 LG연암문화재단 해외연구교수로 선정되어 UT Austin에서 그리고 2008년에는 Duke University에서 연구 활동을 하였다. 현재 제주대학교 부총장 겸 교육대학장, 한국윤리학회 회장의 직을 맡고 있다. 체계론적 방법론을 기반으로 정치와 사회현상의 변동 과정을 규명하는 연구에 관심이 많다. 정치사회사상, 시민교육, 남북한 관계와 통일교육 등에 관한 다수의 연구 결과를 발표하였다. 『비전 2020』, 『현대사회와 이데올로기』, 『신자유주의의 테러리즘』, 『학교 통일교육의 새로운 이해』, 『사회사상과 정치 이데올로기』, 『남북한 관계와 한반도 통일』, 『시민교육의 성찰』, 『정치사회사상: 민주·국가·정의』 등의 저서와 역서를 펴냈다.
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서울교육대학교 윤리교육과 교수다. 미국 UCLA 교육학과(Department of Education)에서 방문 학자를 지냈다. 서울교육대학교 교육전문대학원 에듀테크전공 및 인공지능인문융합전공 교수다. 서울교육대학교 신경윤리·가치AI융합교육연구소 소장이며, 서울교육대학교 신경윤리융합교육연구센터 및 가치윤리AI허브센터 센터장이다. 지은 책으로는 『질문으로 답을 찾는 인공지능 윤리 수업』(2025), 『BCI와 AI 윤리』(2025), 『AI윤리와 뇌신경과학 그리고 교육』(2024), 『AI 시대 대한민국 교육 변혁』(2024), 『도덕지능 수업』(2023), 『인공지능윤리와 도덕교육
서울교육대학교 윤리교육과 교수다. 미국 UCLA 교육학과(Department of Education)에서 방문 학자를 지냈다. 서울교육대학교 교육전문대학원 에듀테크전공 및 인공지능인문융합전공 교수다. 서울교육대학교 신경윤리·가치AI융합교육연구소 소장이며, 서울교육대학교 신경윤리융합교육연구센터 및 가치윤리AI허브센터 센터장이다. 지은 책으로는 『질문으로 답을 찾는 인공지능 윤리 수업』(2025), 『BCI와 AI 윤리』(2025), 『AI윤리와 뇌신경과학 그리고 교육』(2024), 『AI 시대 대한민국 교육 변혁』(2024), 『도덕지능 수업』(2023), 『인공지능윤리와 도덕교육』(2022), 『가정생활 나라면 어떻게 할까?』(2022), 『사회생활 나라면 어떻게 할까?』(2022), 『학교생활 나라면 어떻게 할까?』(2021), 『도덕교육학: 그 이론과 실제』(2021), 『뇌 신경과학과 도덕교육』(2020, 세종우수학술도서), 『통일교육학: 그 이론과 실제』(2020) 등이 있다. 역서로는 『양심: 도덕적 직관의 기원』(2024, 세종우수학술도서), 『어린이 도덕교육의 새로운 관점(공역)』(2019, 세종우수학술도서) 등이 있다. 도덕 윤리 교육, 인격 교육, AI 윤리 교육, 신경윤리학, 디지털 시민성 등에 관심을 갖고 연구하고 있다.
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한국교원대학교 윤리교육과를 졸업하고 동 대학원에서 교육학 박사학위를 취득하였다. 현재 광주교육대학교 윤리교육과 교수로 재직 중이며, 학문적 관심은 윤리학, 도덕심리학이다. 최근에는 응용윤리학의 주제로 인공지능, 섹스 로봇, 성적 대상화에 관한 연구를 하고 있다.
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충남아산북수초등학교 부장 교사
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품목정보
- 발행일
- 2024년 12월 30일
- 쪽수, 무게, 크기
- 304쪽 | 188*257*30mm
- ISBN13
- 9788925414881
리뷰/한줄평0
20,000원
총 1개
20,000원
