머리말
서언 조선 후기 유학교육의 실제성과 현실성 1

1장 지도자 교육의 지평 확장 - 백호 윤휴의 『대학』 재해석 -
1. 여는 글 ···················································································· 11
2. 교육 실천과 핵심 철학 ···························································· 15
1) 배움의 양식 ·········································································· 15
2) 실천적 주체의식 ··································································· 18
3. ‘격물치지’ 이해의 독특성 ························································· 26
1) 격물; 사물의 이치를 감통하는 도 ··········································· 26
2) 치지; 박학·심문·심사·명변의 공부 ········································· 30
4. 닫는 글 ···················································································· 33

2장 성리학 교육철학의 시각 확대 - 서계 박세당의 『사변록 중용』 -
1. 여는 글 ···················································································· 37
2. 신사·명변의 교육 개편 ···························································· 40
3. 원의에 충실하려는 회의 ·························································· 44
1) 해체와 재 정돈 ····································································· 44
2) 사람의 길 ············································································· 46
3) 효의 실천 ············································································· 52
4) 사람다움의 길 ······································································· 56
4. 닫는 글 ···················································································· 59

3장 교육의 새로운 수용 양상 - 농암 김창협의 지각론 전개 -
1. 여는 글 ···················································································· 63
2. 우주론 인식 ············································································· 65
3. 학문비평의 객관성 ··································································· 68
4. 학문 수용과 전변 ···································································· 72
5. 지각 이론 ················································································ 75
6. 닫는 글 ···················································································· 80

4장 인간 이해와 교육정신의 쇄신 -초정 박제가의 『북학의』-
1. 여는 글 ···················································································· 85
2. 인간다움의 기준과 지향 ·························································· 88
1) 삶의 근본을 인식한 일하는 존재 ············································ 88
2) 삼사를 추구하는 존재 ···························································· 95
3. 실용교육의 근본 문제 ···························································· 101
1) 과거제 비판과 인재선발 ······················································· 101
2) 실용성과 전문성의 겸비 ······················································· 109
4. 닫는 글 ·················································································· 113

5장 효의 교육철학과 현대성 -정조 이산과 여유당 정약용의 효 사상 -
1. 여는 글 ·················································································· 119
2. 효의 본질적 맥락 ··································································· 123
3. 효사상의 인식과 실천 ···························································· 127
1) 교육태도 ············································································· 127
2) 언어와 행위 ········································································ 129
3) 의리와 본분 ········································································ 141
4. 닫는 글 ·················································································· 148

6장 인간성과 교육의 과정 -추사 김정희의 「적천리설」-
1. 여는 글 ·················································································· 153
2. 인간성 인식 ··········································································· 155
3. 교육의 목표와 지향 ······························································· 160
4. 교사의 교육 인도 ··································································· 166
5. 자기 물음과 노력 ··································································· 171
6. 닫는 글 ·················································································· 175

7장 인간의 자질과 실사구시 -추사 김정희의 「인재설」과 「실사구시설」-
1. 여는 글 ·················································································· 179
2. 사람의 자질과 공부의 가능성 ················································ 181
3. 진정한 공부로서 실사구시 ····················································· 189
4. 닫는 글 ·················································································· 201

8장 경전 주석과 교육의 토대 -호산 박문호의 『논어집주상설』-
1. 여는 글 ·················································································· 207
2. 주석을 통한 초학자 교육 ······················································· 210
3. 보충을 통한 재 구명 ····························································· 216
4. 닫는 글 ·················································································· 226

9장 개화기 유학교육 사상의 변화 -백암 박은식의 「학규신론」-
1. 여는 글 ·················································································· 231
2. 교육사상의 흐름 ···································································· 234
1) 기독교와 교육활동 ······························································· 234
2) 민족 선각자의 교육운동 ······················································· 236
3) 신학교 체제와 유학교육 ······················································· 238
3. 유학교육의 시무책 ································································· 243
1) 교육의 기본 바탕 ································································ 243
2) 선진 교육의 원용 ································································ 249
4. 닫는 글 ·················································································· 254

결어 요약과 전망 257
참고문헌 265
찾아보기 274