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지난 세기에 서양에서는 영미권을 중심으로 하여 흔히 ‘철학의 혁명’이라고 불리는 사상적 운동이 전개되었다. 이 운동의 골자는 간단하게 선험적인 것-경험 이전의 것-을 탐구의 대상으로 삼는 형이상학(메타피직스)의 학문적 정당성에 대한 의문과 부정으로 표현될 수 있다. ‘메타프락시스’라는, 현재로서는 분명히 낯설게 들리는 용어는 지난 혁명의 탈형이상학, 반형이상학의 오류를 바로잡음으로써 형이상학의 정체와 정당성을 회복하려는 노력을 나타낸다. 이 점에서 그것은 20세기의 혁명에 필적하는 21세기의 혁명으로 간주될 수 있다.
메타프락시스가 그 일을 하기 위해서는 메타피직스의 관심에서 쉽게 도외시되었던, 선험적인 것과 경험적인 것 사이의 미묘한 균형을 유지할 수밖에 없을 것이다. 메타프락시스에서 선험적인 것과 균형을 유지하기 위하여 도입되는 경험적인 것은 교육에 의하여 대표된다. 그리하여 메타프락시스는 교육에서 형이상학을 살려내고 그와 동시에 형이상학에서 교육을 살려냄으로써 양자를 완전하게 만든다.

1. 비트겐슈타인의 ‘삶의 형식’ ···············································3
2. 형식의 세 가지 특징 ··························································5
3. 말할 수 있는 것과 보여줄 수 있는 것 ································8
4. ‘비트겐슈타인의 철학’ ······················································12
5. 말의 세 가지 종류에 상응하는 세 가지 지시대상 ············13
6. 비트겐슈타인에 있어서의 ‘책임 문제’ ······························15
7. 키에르케고르에 있어서의 ‘책임 문제’ ······························17
8. 비트겐슈타인과 키에르케고르 ·········································19
9. 형이상학의 두 가지 가정과 형이상학의 대안으로서의 메타프락시스 20
10. 메타프락시스에서의 ‘책임 문제’ ·····································24
11. 비트겐슈타인의 ‘윤리학 강의’: ‘사실’의 의미 ··················26
12. 이십일 세기의 철학 혁명 ················································29
13. 라일: ‘범주 오류’ ······························································29
14. 天下萬物 無非道·····························································32
15. 네 가지 종족적 트라우마 ················································35
16. ‘표현’과 ‘표현 이전’: 메타프락시스의 세 가지 적용 분야 37
17. 메타피직스적 논의 양식 ··················································43
18. ‘그대의 삶을 들여다보라’ ················································45
19. 형이상학과 ‘동이상학’ ·····················································45
20. 총체로서의 형식 ······························································47
21. 덧칠하기와 쑤셔 넣기 ·····················································49
22. 철학과 교육학 ·································································52
23. 교육학의 ‘正體性’ ····························································54
24. 心統性情: 절대적 善으로서의 心性································56
25. 性과 理············································································57
26. 중층구조: 마음과 세계의 개념모형 ·································59
27. 심성함양의 정의: ‘메타프락시스 3부론’ ··························59
28. 대승기신론의 중층구조 ···················································60
29. ‘어떻게 살아야 하는가’와 ‘어떻게 살고 있는가’ ··············61
30. 피터즈와 칸트: 아프리오리로서의 윤리학적 가치 ··········61
31. 피터즈의 마지막 한 걸음 ················································63
32. 심성함양을 설명하는 담론형식으로서의 메타프락시스: 피터즈와 中庸 64
33. ‘표현’과 ‘방편’: 심성함양의 정의 ·····································67
34. 수단－목적 관계와 내재적 목적 ·······································69
35. 메타프락시스에 대한 반론(Ⅰ) ·······································70
36. 메타프락시스에 대한 반론(Ⅱ) ·······································76
37. 道通·················································································79
38. 원시인의 잠꼬대 ······························································80
39. 전제묵살의 오류 ······························································80
40. 맹자의 전제묵살 ······························································82
41. 악의 존재 이유 ································································83
42. 칸트 윤리학의 전제묵살 ··················································84
43. 칠십회 생일 유감: 私的 逸脫··········································86
44. 교육학의 왕관적 지위 ·····················································88
45. 자연 현상과 교육 현상 ····················································88
46. 미발의 표준과 관련된 ‘자득’의 의미 ·······························89
47. 지식과 도덕에 관한 발언의 자기구속적 성격 ·················90
48. 전달의 문제로서의 인식론적 문제 ··································91
49. 심성함양을 위한 전달의 세 유형 ····································93
50. 윤리적ㆍ종교적 발언이 표현하는 ‘절대적 선’ ················95
51. 기게스의 반지(「국가론」) ················································98
52. 키에르케고르의 간접전달 ···············································98
53. 달과 손가락 ···································································100
54. 기독교의 정신: 베드로 전서 1:24-5 ·······························102
55. 키에르케고르와 칸트 ····················································103
56. 칸트의 과제 ···································································105
57. 아프리오리의 의미 ························································105
58. 아프리오리의 의미 (계속) ·············································107
59. 반성적 판단 ···································································111
60. 개념의 획득과 이념의 실현 ···········································114
61. 이념 실현의 장애 요인 ··················································116
62. 간접전달: ‘자기지식’을 위한 전달 ·································119
63. 간접전달의 두 가지 양상: 미필과 기필 ·························120
64. 간접전달에서의 미디엄과 메시지 ·································123
65. ‘절대적 진리’: 無極 而太極············································124
66. 자기지식의 정의 ···························································126
67. 간접전달과 순환론 ························································127
68. 순환론과 비대칭 ····························································129
69. 誠과 明의 순환 ······························································131
70. 피터즈와 함린 ·······························································132
71. 우로보로스(咀尾龍) ······················································134
72. 메타프락시스 진리 이론 ················································136
73. 두 가지 진리 이론 ·························································137
74. 사람과 사물 ···································································139
75. 오우크쇼트의 ‘기법적 지식’: 도구적 활동 ·····················141
76. 오우크쇼트의 ‘실제적 지식’: 정치적 활동 ·····················144
77. 쉴러: 기계적 예술(기술)과 정치·교육적 예술(심술) ··147
78. 정치에서의 ‘표현’과 ‘실현’의 비대칭 ·····························148
79. 정치이론의 메타프락시스적 성격 ·································150
80. 이론과 실제의 동형: 메타프락시스의 사회철학적 의의 153
81. 이론－실제 관련에서의 同論과 異論·····························157
82. 플라톤의 철학자－군주 ··················································158
83. 가부좌와 오체투지 ························································160
84. ‘예수 믿으면 천당 간다’: 두 가지 해석 ·························161
85. 기독교와 심성함양 ·······················································164
86. 太極에서 理로: 주역에서 성리학으로 ··························165
87. 맹자의 4단: 교육이론의 원초적 질문 ···························167
88. 교육학의 ‘깊이’ ·····························································169
89. 교육이론으로서의 플라톤의 「국가론」························171
90. 아는 것과 모르는 것 ·····················································171
91. 교육학의 자기모순 ·······················································172
92. 과학과 형이상학 ···························································173
93. 두 종류의 질문 ·····························································174
94. 교육과 형이상학 ···························································175
95. 총체적 사고와 순환론 ··················································176
96. 비트겐슈타인의 ‘윤리학 강의’: 절대적 가치판단 ·········176
97. 실천으로서의 ‘자연’ ·····················································178
98. 순환론과 추상 ······························································179
99. 중층구조: 단순화된 형태 ·············································182
100. 성리학의 혁명 ·····························································184
101. 혁명의 윤리학적 의의 ·················································186
102. 불교 수행론의 순환 ·····················································190
103. 교육내용과 교육이론의 동일성: 성리학의 특징 ··········191
104. 교육이론으로서의 교과이론 ········································193
105. 메타프락시스: 의미 요소 ·············································194
106. 수수께끼 ······································································195
107. 남을 위한 글과 자신을 위한 글 ···································197
108. 전기가오리(소크라테스) ·············································198
109. 음악 듣기: 세밀한 것과 엉성한 것 ······························199
110. 이해와 증득: 요리 책을 읽는 것과 요리를 먹는 것 ·····199
111. 언어의 기원: 쉴러와 콜링우드 ····································200
112. 글 쓰고 읽는 것과 말하고 듣는 것 ······························201
113. 「맹자」를 ‘잘 읽는 것’ ··················································202
114. 세계 4대 성인의 ‘글 쓰기’ ············································202
115. 도오킨즈의 비유: ‘신이라는 이름의 착란’ ···················203
116. 종교철학의 두 극단 ·····················································204
117. 외양과 실재: 초월과 내재 ············································205
118. ‘나는 어떤 존재인가?’ ··················································206
119. ‘흥미’: 듀이와 헤르바르트 ···········································207
120. 교육의 ‘공식적’ 정의: 오우크쇼트의 합리주의 비판 ···208
121. 존재론적 질문: 성격 ····················································209
122. 존재론적 질문과 인식론적 질문: 칸트의 경우 ············211
123. 신과 인간: 쉴러의 정의 ···············································214
124. ‘삶의 이론’ ···································································217
125. 교육사의 지위 ·····························································218
126. 뿔 없는 악마와 날개 없는 천사 ···································220
127. 그런 사람과 그렇지 않은 사람 ····································220
128. ‘책을 읽어서?’ ······························································222
129. 망국의 원인과 현상 ·····················································222
130. 닫힌 책과 열린 책 ························································223
131. 호메로스: 희랍의 교육자 ·············································224
132. 동기와 이유 ·································································226
133. 듀이의 ‘교육이론’ ························································226
134. 듀이의 「우리는 어떻게 사고하는가」··························226
135. 듀이의 사상과 인물 ·····················································227
136. 심성함양의 매체 ··························································229
137. 언설과 실심 ·································································230
138. 칸트의 이성비판 ··························································230
139. 2항형 종합 ···································································231
140. 비유의 이해 ·································································232
141. 반정초주의 ·································································233
142. 덕 윤리학 ·····································································235
143. ‘자기용서’ ····································································238
144. 후회 ·············································································238
145. 신을 보는 눈부심 차단막 ·············································239
146. Aㆍ－A의 결합방식 ····················································239
147. 절대적 결핍: 에로스 ····················································244
148. 아리스토텔레스의 죄 ··················································244
149. 죽은 형이상학 ·····························································245
150. 정초의 정체 ·································································245
151. 순환론과 추상: 재음미 ················································246
152. 중층구조에서의 추상 ··················································250
153. 불교의 성립 ·································································255
154. 종교와 미신 ·································································260
155. 임어당의 배교 ·····························································263
156. ‘인격적 신’ ···································································265
157. 교육에 대한 종교의 편견 ·············································266
158. 자기지식: 재음미 ·························································267
159. 양과 목자의 비유 ·························································268
160. 몽중 老子 강의 ····························································270
161. 에로스: 삶의 추진력 ····················································272
162. 말의 두 종류 ································································276
163. 메타프락시스의 실패 가능성 ······································280
164. 삶의 근본적 딜레마 ·····················································284
165. 세상 ·············································································286