프롤로그- 왜 ‘통치와 교육’인가? ·······································3

제1강 통치와 교육의 관계·············································11
근대 이전 동아시아에서의 통치와 교육 관계 ····················13
근대 이전 서양에서의 통치와 교육 관계 ························27

제2강 최초의 학교는 누가 세웠나? ····································41
최초의 학교와 그 창설자 ········································42
문자의 발명과 교육 ·············································50
고구려의 태학 ···················································60

제3강 ‘국가의 기원’을 가르치는 이유··································67
조선시대의 역사인식 ············································69
국가 기원의 ‘신화’ 혹은 ‘국민’을 위한 ‘망각’ ····················82

제4강 국자감과 치(治) ·················································93
국자감의 설립 ···················································94
국자감에서 성균관으로 ·········································103
교육제도와 국제 역학 ··········································110

제5강 학위성인(學爲聖人)이라는 진리·································117
주자학과 조선왕조 ·············································117
‘학위성인’(學爲聖人)이라는 교의 ·······························120
신유학의 ‘성인’ 개념 ···········································124
‘학위성인’을 부정한 오규우 소라이 ·····························130
‘학위성인’과 진리의 역사 ·······································133

제6강 왕(王)과 교육
- 군사(君師)의 이념과 실제 - ·································139
주자학의 ‘군사’ 이념 ···········································140
조선왕조와 ‘군사’ 이념 ·········································144
대조적인 두 군주론: 맹자와 마키아벨리 ························158

제7강 여성과 교육
- 주자학의 성차별 교육 - ···································································· 169
학위성인과 여성 ···············································171
소학과 유교적 여성관의 형성 ································173
소학의 남녀교육관 ···········································175
언설의 질서와 ‘성인 논리’ ·····································183
삼종지도(三從之道)와 여성 성인 ·······························186

제8강 근대 공교육과 폴리스··········································193
근대 공교육의 유래에 관한 이론들 ·····························194
국가라는 것과 통치 실천 혹은 통치성 ··························198
국가이성(ratio status)과 폴리스(police) ·······················202
근대 공교육과 폴리스 ··········································206
(1) 튀르케의 폴리스론과 교육 ·······························206
(2) 들라마르의 폴리스론과 교육 ·····························209
(3) 프리드리히2세의 프로이센 통치와 교육정책 ··············214

제9강 한국 근대교육의 ‘탄생’
- 박영효 「개화상소」와 유길준 「서유견문」을 중심으로 - ······219
‘서양 충격’(Western Impact)과 동아시아 근대교육 ·············223
(1) 동아시아 백년전쟁 ·······································224
(2) 조선의 통치 위기 ········································225
근대교육 언설의 등장 ··········································228
(1) 말과 사물 ················································228
(2) 박영효의 근대교육 언설 ·································229
(3) 유길준의 근대교육 언설 ·································234

에필로그······························································247
부록 ‘현재의 역사’와 역사교육·······································255
1. 역사서술과 역사교육의 일반적 관계 ·························255
2. ‘현재의 역사’가 의미하는 바 ································260
3. ‘현재의 역사’와 역사교육 ···································269
참고문헌 ·······················································275
찾아보기 ·······················································280