추가 적립 안내

저자는 전 국민의 입에 그 이름이 오르내릴 만한 이른바 ‘명사’가 아니며, 그렇기 때문에 그가 삶에서 어떤 사건을 겪고 어떤 사건을 저질렀는지가 많은 사람들의 호기심을 불러일으킬 만한 사람도 되지 못한다. 이 책은 그런 명사들이 흔히 자신에게 들이닥친 사건, 자신이 저지른 사건을 자발적으로 써내는 고백록이나 고회록이 아니다. 이 책은 거의 전적으로 교육학을 공부하는 사람들을 표적 독자로 삼아 현재 교육학이 어떤 상태에 있으며 장차 어떤 상태로 나아가야 할 것인가를 전달하기 위한 것이다. 저자에게 들이닥친 것이든 저자가 저지른 것이든 간에 이 책에 보고된 사건들은 현재 저자가 교육학의 지위나 성격에 관하여 가지고 있는 생각이 어떤 과정을 통하여 형성되었는가를 보여준다.
저자는 현재 교육학을 공부하는 사람들 사이에 교육학의 성격이나 목적에 대하여 저자와는 다른 견해를 가지고 있는 사람들이 많이 있다는 것을 알고 있다. 또한 그렇기 때문에 저자는 이 책의 내용이 많은 독자들에게 호응을 얻는다든지 머지않은 장래에 교육학이 저자의 바람대로 나아가리라고 생각하지 않는다. 이 책이 보여주고자 하는 것은 다만 교육학이 단순히 아이들 공부를 도와주거나 그릇된 행동을 바로잡아주는 방법을 연구하는 학문이 아니라 교육학을 공부하는 사람들 자신을 돌아보게 하는 ‘학문다운’ 학문이 되려면 저자가 밟아온 것과 똑같은 것은 아니더라도 성격상 일관되는 경로를 밟아야 한다는 것이다.

1. 집필의 계기 ······································································7
2. ‘학문과 글쓰기’ ·······························································19
3. 글읽기와 글쓰기 ·····························································23
4. 번역 공부 ········································································43
5. ‘교육적 환경’ ···································································59
6. 운명 ·················································································73
7. 敎學相長··········································································81
8. 질문: 가르침과 배움의 원동력 ······································95
9. 삶의 근본 비유(1): 안과 밖 ········································117
10. 삶의 근본 비유(2): 위와 아래 ·····································141
11. 메타프락시스 ·································································165
12. 東道西器········································································187
13. 글의 논리와 마음의 논리 ············································205
14. 自利行과 利他行···························································223
15. 호모 메타프락티쿠스 ····················································239
〈추기〉 가족과 성경재 ························································253
〈부록〉 學問的 自敍傳························································283