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교육철학이란 다기한 교육현상에 대하여 본질적인 것이 무엇인가에 대한 이해를 가능케 하며, 인생에 대하여 총체적으로 볼 줄 알게 하며, 특수사실의 상호 관련성을 파악할 수 있게 한다. 또한 교육철학은 새로운 교육의 전개, 연구 및 실천에 대한 길을 시사해준다. 이리하여 우리는 인간형성(교육현상)에 대한 통합적 사고를 이룩하는 계속적인 자기통일을 꾀함으로써 교육철학은 체계화되나 그것은 고정화가 아니고 끊임없는 ‘문제의 제기’를 통하여 교육철학의 본질에 투철(透徹)하여야 할 것이다.
결국 모든 학문의 철학 속에는 그 학문에 대한 개념과 범위와 추구하고자 하는 바가 규정되어 있다. 그러므로 학문을 연구하고자 하는 사람은 그 학문의 철학에 관한 지식을 갖지 않고서는 전문적인 연구나 올바른 문제의식을 갖기 어렵다. 이런 점에서 교육철학은 교육학을 공부하는 데 있어서 가장 기초가 되는 학문으로 볼 수 있다.
이러한 학문적 및 실제적 의의를 가지고 있는 이 저서는 교육대학교, 사범대학, 교직과정, 교육대학원을 통하여 교육에 관해 공부하고자 하는 교육학도들을 대상으로 한 개론서적인 교재로 집필되었다.

머리말 / 3

제Ⅰ부 교육철학의 개관
제1장 교육철학의 본질 ····································································15
제1절 교육철학의 의미 ·······························································17
제2절 교육철학의 과제 및 임무 ·····················································20
제3절 교육철학의 가치 ·······························································21
ㆍ 참고문헌 ··············································································24

제2장 교육철학의 기능과 영역 ···························································25
제1절 교육철학의 기능 ·······························································27
제2절 교육철학의 기본영역 ··························································31
제3절 교육철학 연구방법 ·····························································32
제4절 교육철학의 탐구 의의 ·························································36
ㆍ 참고문헌 ··············································································38

제Ⅱ부 전통철학과 교육
제3장 자연주의와 교육 ····································································43
제1절 자연주의의 의미 ·······························································45
제2절 자연주의의 역사 ·······························································47
제3절 루소의 교육이론 ·······························································50
제4절 자연주의 교육원리 ·····························································59
제5절 교육사적 시사점 ·······························································60
ㆍ 참고문헌 ··············································································62

제4장 이상주의와 교육 ····································································63
제1절 이상주의의 기본 사상 ·························································65
제2절 이상주의의 역사 ·······························································68
제3절 플라톤의 이데아론 ·····························································69
제4절 플라톤의 교육론 ·······························································71
제5절 이상주의 교육이론 ·····························································72
제6절 이상주의의 철학적 기초 ······················································74
제7절 이상주의의 교육관 ·····························································77
제8절 교육사적 의의와 한계 ·························································83
ㆍ 참고문헌 ··············································································85

제5장 실재주의와 교육 ····································································87
제1절 실재주의의 본질 ·······························································89
제2절 실재주의의 기본사상 ··························································91
제3절 실재주의의 역사 ·······························································93
제4절 실재주의의 철학적 기초 ······················································96
제5절 러셀의 교육이론 ·······························································99
제6절 실재주의의 교육이론 ·························································101
제7절 실재주의의 교육원리 ·························································105
제8절 교육사적 의의와 한계 ························································106
ㆍ 참고문헌 ············································································108

제6장 프래그머티즘과 교육 ······························································109
제1절 프래그머티즘의 본질 ·························································112
제2절 프래그머티즘의 역사 ·························································115
제3절 프래그머티즘의 철학적 기초 ················································117
제4절 듀이의 교육이론 ······························································122
제5절 프래그머티즘의 교육이론 ····················································126
제6절 프래그머티즘의 교육원리 ····················································131
제7절 교육사적 의의와 한계 ························································132
ㆍ 참고문헌 ············································································134


제Ⅲ부 20세기 전기의 교육철학
제7장 진보주의 ·············································································139
제1절 진보주의 등장배경 ···························································141
제2절 진보주의의 본질 ······························································143
제3절 진보주의의 철학적 근거 ·····················································145
제4절 진보주의의 역사 ······························································145
제5절 진보주의 교육의 특성 ························································146
제6절 진보주의의 교육이론 ·························································147
제7절 진보주의 교육 ································································150
제8절 진보주의의 교육원리 ·························································152
제9절 진보주의 교육의 비판 ························································155
ㆍ 참고문헌 ············································································158

제8장 본질주의 ·············································································161
제1절 본질주의 등장배경 ···························································163
제2절 본질주의의 본질 ······························································164
제3절 본질주의의 철학 ······························································166
제4절 본질주의의 역사 ······························································167
제5절 본질주의의 교육이론 ·························································168
제6절 본질주의의 교육의 내용 ·····················································171
제7절 본질주의의 교육원리 ·························································174
제8절 교육사적 의의와 한계 ························································176
ㆍ 참고문헌 ············································································178

제9장 항존주의 ·············································································179
제1절 항존주의 등장배경 ···························································181
제2절 항존주의의 본질 ······························································183
제3절 항존주의의 철학적 근거 ·····················································184
제4절 항존주의의 역사 ······························································185
제5절 항존주의ㆍ진보주의 교육의 차이점 ·········································188
제6절 항존주의 교육이론 ···························································189
제7절 항존주의의 교육원리 ·························································193
제8절 교육사적 의의와 한계 ························································195
ㆍ 참고문헌 ············································································197

제10장 재건주의 ·············································································199
제1절 재건주의 등장배경 ···························································201
제2절 기존 교육철학의 비판 ························································203
제3절 재건주의의 본질 ······························································205
제4절 재건주의의 철학적 근거 ·····················································208
제5절 재건주의의 역사 ······························································210
제6절 재건주의 교육이론 ···························································211
제7절 재건주의의 교육원리 ·························································215
제8절 교육사적 의의와 한계 ························································217
ㆍ 참고문헌 ············································································220


제Ⅳ부 20세기 후기의 교육철학
제11장 실존주의 교육철학 ································································225
제1절 실존주의 등장배경 ···························································228
제2절 실존주의의 철학적 특성 ·····················································229
제3절 실존주의의 본질 ······························································230
제4절 실존주의의 철학적 근거 ·····················································233
제5절 실존주의의 역사 ······························································235
제6절 실존주의 교육의 성격 ························································237
제7절 실존주의 교육이론 ···························································239
제8절 실존주의의 교육원리 ·························································243
제9절 교육사적 의의와 한계 ························································245
ㆍ 참고문헌 ············································································248

제12장 분석 교육철학 ······································································251
제1절 분석철학의 등장배경 ·························································253
제2절 분석철학의 성격 ······························································255
제3절 분석 교육철학의 기능과 교육원리 ··········································257
제4절 분석 교육철학의 흐름 ························································259
제5절 분석철학과 교육 ······························································263
제6절 분석철학의 교육이론 ·························································264
제7절 교육사적 의의와 한계 ························································267
ㆍ 참고문헌 ············································································271

제13장 비판 교육철학 ······································································273
제1절 비판이론의 등장배경 ·························································275
제2절 비판 교육이론의 성격 ························································278
제3절 비판 교육이론의 성립과정 ···················································285
제4절 비판이론과 교육 ······························································286
제5절 비판이론의 교육이론 ·························································289
제6절 교육사적 의의와 한계 ························································292
ㆍ 참고문헌 ············································································296

제14장 포스트모더니즘의 교육철학 ·····················································299
제1절 포스트모더니즘의 등장배경 ··················································301
제2절 포스트모더니즘에 대한 논의의 다양성 ·····································303
제3절 포스트모더니즘의 기본 개념 ················································306
제4절 포스트모더니즘의 성격 ······················································308
제5절 포스트모더니즘의 사상적 특징 ··············································309
제6절 포스트모더니즘과 교육 ······················································313
제7절 교육사적 의의와 한계 ························································316
ㆍ 참고문헌 ············································································319

찾아보기 ··············································································320