메타프락시스
도서명:메타프락시스
저자/출판사:이홍우/교육과학사
쪽수:320쪽
출판일:2024-01-10
ISBN:9788925418513
목차
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 **** 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: ****스 ····················································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. ****스: 삶의 추진력 ····················································272
162. 말의 두 종류 ································································276
163. 메타프락시스의 실패 가능성 ······································280
164. 삶의 근본적 딜레마 ·····················································284
165. 세상 ·············································································286
