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책은 크게 세 부분으로 구성되었다. 먼저, 윤리학 일반 혹은 도덕교육이론에 내재한 정신적 치유와 상담 기능을 발굴해서 정리하였다. 둘째, 보다 구체적으로 동양과 서양의 고대에서 현대에 이르는 윤리학과 도덕교육이론 속에서 윤리상담에 도움을 주는 접근이나 절차, 모형을 구성하여 실제 적용 가능하도록 만들었다. 마지막으로 각 학교 급별 학생을 대상으로 하거나 특정 상담 주제와 관련되어서 요구되는 상담모형을 구안하였다.

머리말 / 3

제1부 도덕치유와 윤리상담의 이론적 배경
제1장 윤리상담: 이론적 토대에 대한 검토(박장호) ·······························15
1. 서론: 도덕교육의 상담과 치유 요소 ·······································15
2. 심리상담과 윤리적 접근 ···················································24
3. 철학상담과 윤리적 접근 ···················································31
4. 윤리상담의 주제와 접근법 유형 ···········································37
5. 결론 ·······································································43
참고문헌 ····································································46
제2장 도덕적 건강과 도덕교육(진교훈) ············································51
1. 서론 ·······································································51
2. 윤리상담의 의미 ··························································51
3. 도덕적 건강의 의미 ·······················································53
4. 윤리학과 철학적 인간학의 관계 ···········································55
5. 사람다움의 이해와 도덕교육 ··············································58
6. 윤리상담과 황금률 ························································59
7. 결론 ·······································································69
참고문헌 ····································································72

제2부 도덕이론과 치유와 상담
제1장 공자의 사상과 상담(이상호) ·················································77
1. 서론 ·······································································77
2. 공자 윤리상담의 원리 ·····················································78
3. 공자 윤리상담의 교육적 함의(含意) ·······································87
4. 결론 ·······································································91
참고문헌 ····································································93
제2장 불교 이론과 상담(장승희) ···················································95
1. 서론: 정서교육담론과 불교적 대안 ········································95
2. 초기불교에서 삶의 목적과 마음의 구조 ···································98
3. 붓다 정서교육의 목표와 내용 ············································102
4. 붓다 정서교육의 방법과 효과 ············································106
5. 결론 ·····································································114
참고문헌 ··································································116
제3장 양명학과 윤리상담(김민재) ·················································119
1. 서론: 윤리상담의 특징과 필요성 ·········································119
2. 윤리상담사로서의 왕수인 ·················································124
3. 양지 개념의 윤리상담에 대한 시사점 ····································131
4. 결론: 남은 과제들 ·······················································140
참고문헌 ··································································142
제4장 율곡의 성리학과 윤리상담(이영경) ········································145
1. 서론 ······································································145
2. 성리학의 정신과 윤리상담의 본질 ········································146
3. 성인(聖人)·군자(君子)됨과 윤리상담의 목적으로서의 윤리적 인격 형성 ···· 150
4. 궁리(窮理)와 윤리상담의 실제 ············································153
5. 역행(力行)과 윤리상담의 실제 ············································158
6. 결론 ·····································································162
참고문헌 ··································································165
제5장 욕구 조절과 도덕적 치유: 아리스토텔레스의 관점(박장호) ··············167
1. 서론 ······································································167
2. 절제와 자제력 있음 ······················································172
3. 자제력 없음 ······························································177
4. 방종 ·····································································193
5. 결론: 도덕교사의 역할 ···················································199
참고문헌 ··································································201
제6장 도덕적 서사와 정신건강(박장호) ···········································205
1. 서론 ······································································205
2. 정신건강에서의 서사적 접근법 ···········································206
3. 서사적 접근의 도덕적 요건 ··············································217
4. 결론 ·····································································227
참고문헌 ··································································229
제7장 키에르케고어(S. Kierkegaard)와 윤리상담(황종환) ······················235
1. 서론: 윤리상담가로서 키에르케고어 ······································235
2. 행복한 삶과 윤리상담 ····················································236
3. 실존적 불안, 절망과 윤리상담 ···········································239
4. 자기다움과 윤리상담 ·····················································245
5. 결론 ·····································································248
참고문헌 ··································································250

제3부 도덕심리학과 치유와 상담
제1장 삶의 의미와 상담(이정렬) ··················································253
1. 서론 ······································································253
2. 인간 실존과 의미 찾기 ···················································255
3. 자기 초월을 통한 의미 찾기 ·············································259
4. 로고테라피에 근거한 윤리상담의 원리와 방법 ···························260
5. 결론 및 제언 ·····························································266
참고문헌 ··································································268
제2장 분노와 윤리상담(김대군) ···················································269
1. 심리상담, 철학상담 그리고 윤리상담 ·····································269
2. 분노의 의미와 윤리적 이해 ··············································276
3. 윤리적 치유 담론과 사례 ················································281
참고문헌 ··································································287
제3장 뇌신경과학과 윤리상담(박형빈) ············································289
1. 정신건강과 정신질병 ·····················································289
2. 도덕성과 정신건강 ·······················································291
3. 뇌신경과학에서 정신건강과 도덕성 ·······································293
4. 도덕성에 대한 의학모델 ··················································294
5. 정신건강 향상과 치유로서의 도덕교육 ···································297
6. 윤리상담의 마음치유 기능 ···············································301
참고문헌 ··································································303
제4장 긍정심리학과 상담(손경원) ·················································305
1. 서론 ······································································305
2. 정신건강과 회복탄력성 ···················································309
3. 행복과 긍정심리학적 중재 ···············································318
4. 결론 ·····································································329
참고문헌 ··································································332
제5장 켄 윌버의 자아초월과 트라우마 치유(김연숙) ····························335
1. 서론 ······································································335
2. 상처받는 인간과 트라우마 ···············································337
3. 자아의 심층구조와 병리현상 ·············································340
4. 자아초월과 트라우마의 치유 ·············································342
5. 결론 ·····································································349
참고문헌 ··································································352

제4부 학교생활과 윤리상담
제1장 초등학교 도덕과 교육에 활용할 수 있는 윤리상담의 실제(이미식) ······355
1. 서론 ······································································355
2. 대상관계상담이론과 배려의 도덕교육 특징 비교 ·························358
3. 윤리상담 수업의 실제 ····················································370
4. 결론 ·····································································379
참고문헌 ··································································381
제2장 중등학교에서의 윤리상담(김국현) ··········································383
1. 서론 ······································································383
2. 도덕과의 특성과 윤리상담의 의미 ········································384
3. 윤리상담자의 필수적인 기술들 ···········································394
4. 윤리상담 수업 프로그램 구안하기 ········································400
참고문헌 ··································································406
제3장 성격강점활용과 상담(최용성) ··············································409
1. 서론: 연구의 필요성 및 목적 ·············································409
2. 이론적 고찰 ······························································413
3. 긍정심리학과 성격강점 상담프로그램의 개발 ·····························417
4. 결론 ·····································································424
참고문헌 ··································································426
제4장 인성건강과 인문치료: 건강한 인성을 위한 인문학적 접근(윤영돈) ······429
1. 서론 ······································································429
2. 인성은 측정 가능한 것인가? ·············································430
3. 건강한 인성의 문제에 대한 인문학적 접근 ·······························437
4. 학교, 건강한 인성 이야기를 가꾸는 터전 ································443
5. 결론 ·····································································446
참고문헌 ··································································448
제5장 학교폭력과 윤리상담, 교육복지(이경희) ···································451
1. 서론 ······································································451
2. 학교폭력, 학교 교육과 한국사회의 위기 ·································455
3. 학교폭력, 윤리상담과 도덕지능 ··········································459
4. 학교폭력과 교육복지 ·····················································464
5. 결론 ·····································································466
참고문헌 ··································································468
제6장 사서(四書ㆍ논어 맹자 대학 중용)에 기반한 마음치료에서
인성과 도덕의 역할(정연호) ················································471
1. 서론 ······································································471
2. 본론 ······································································473
3. 결론 ·····································································477
참고문헌 ··································································479

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