서양교육사를 공부하는 목적은 교육의 역사적 전개과정을 공부함으로써 교육현상에 대한 역사적 안목을 형성해 나가는 데 있다. 즉 바람직한 인간 형성을 목적으로 하는 교육활동이 역사적으로 어떻게 전개되고 발전되어 왔는가를 이해하고, 또한 그러한 서양교육의 변천과정이 어떠한 시대적 및 사회적 배경 속에서 이루어지게 되었는지를 이해함으로써 오늘의 우리의 교육 현실이나 문제를 역사적인 관점에서 진단하고 이해할 수 있는 안목과 능력을 기르는 데 있다. 즉 지난 역사를 통해 오늘과 내일의 교육을 생각하는 지혜와 통찰을 얻기 위함에 있다.
서양교육사를 기술하는 방법도 통사적, 문화사적, 문제사적, 비교학적, 인물중심적, 이념사적 교육사 등으로 다양하게 기술할 수 있지만 이 책에서는 어느 하나의 관점에 치우치지 않고 서양교육사의 흐름에 대한 일반적 시대 구분에 따라 통사적으로 기술하면서 당시 교육의 형성 배경, 교육제도, 대표적 교육사상가 등을 중점적으로 서술하였다.
따라서 이 책의 내용 이해력을 높이기 위해 가능한 한 내용을 쉽게 풀어 썼으며 시각적 효과를 높이기 위하여 다양한 그림이나 사진들을 삽입해 넣었다. 사진과 그림을 삽입함으로써 ‘서양교육사’에 대한 딱딱한 이미지가 어느 정도 완화될 수 있을 것이며 교재의 내용을 이해하는 데 큰 도움을 줄 것으로 본다. 또한 본서는 서양교육사에 대한 다양한 내용들을 전달하기 위해 쉽게 풀어 쓰면서 〈학습목표〉, 〈Keyword〉, 〈생각해 봅시다〉 등을 포함시킴으로써 교육현장의 활용도를 높이고자 하였다.

서양교육사를 공부하는 목적은 교육의 역사적 전개과정을 공부함으로써 교육현상에 대한 역사적 안목을 형성해 나가는 데 있다. 즉 바람직한 인간 형성을 목적으로 하는 교육활동이 역사적으로 어떻게 전개되고 발전되어 왔는가를 이해하고, 또한 그러한 서양교육의 변천과정이 어떠한 시대적 및 사회적 배경 속에서 이루어지게 되었는지를 이해함으로써 오늘의 우리의 교육 현실이나 문제를 역사적인 관점에서 진단하고 이해할 수 있는 안목과 능력을 기르는 데 있다. 즉 지난 역사를 통해 오늘과 내일의 교육을 생각하는 지혜와 통찰을 얻기 위함에 있다.

서양교육사를 기술하는 방법도 통사적, 문화사적, 문제사적, 비교학적, 인물중심적, 이념사적 교육사 등으로 다양하게 기술할 수 있지만 이 책에서는 어느 하나의 관점에 치우치지 않고 서양교육사의 흐름에 대한 일반적 시대 구분에 따라 통사적으로 기술하면서 당시 교육의 형성 배경, 교육제도, 대표적 교육사상가 등을 중점적으로 서술하였다.

따라서 이 책의 내용 이해력을 높이기 위해 가능한 한 내용을 쉽게 풀어 썼으며 시각적 효과를 높이기 위하여 다양한 그림이나 사진들을 삽입해 넣었다. 사진과 그림을 삽입함으로써 ‘서양교육사’에 대한 딱딱한 이미지가 어느 정도 완화될 수 있을 것이며 교재의 내용을 이해하는 데 큰 도움을 줄 것으로 본다. 또한 본서는 서양교육사에 대한 다양한 내용들을 전달하기 위해 쉽게 풀어 쓰면서 <학습목표>, <Keyword>, <생각해 봅시다> 등을 포함시킴으로써 교육현장의 활용도를 높이고자 하였다.

머리말 / 3

제1장 교육사 탐구의 의의 ······························································15
제1절 교육사의 정의 ··································································17
제2절 교육사 연구의 목적 및 효용성 ···············································18
제3절 교육사 연구의 태도 ···························································20
제4절 교육사의 연구 영역 ···························································21
ㆍ 참고문헌 ·············································································24

제2장 그리스의 교육 ······································································25
제1절 그리스 사회와 문화의 특징 ···················································28
1. 그리스 사회적 특성 ··························································28
2. 그리스 문화적 특성 ··························································29
3. 그리스 교육적 특성 ··························································31
제2절 그리스의 교육 ··································································31
1. 호메로스 시대 ································································32
2. 역사시대 ······································································33
3. 과도기시대 ····································································40
4. 세계주의 교육 ································································43
제3절 그리스의 교육사상가 ··························································45
1. 페리클레스 ····································································46
2. 극작가들의 교육사상 ··························································47
3. 이소크라테스(Isokrates, B.C. 436~338) ····································49
4. 소크라테스(Socrates, BC 469~399) ········································51
5. 플라톤(Platon, B.C. 427~347) ·············································54
6. 아리스토텔레스(Aristoteles, B.C. 384~322) ································59
제4절 알렉산드로스 ···································································61
ㆍ 참고문헌 ·············································································64

제3장 로마의 교육 ·········································································65
제1절 로마의 역사 발전과정 ·························································67
제2절 로마인의 성격 ··································································68
제3절 로마의 계급과 문화 ···························································70
제4절 로마교육의 특징 ·······························································70
제5절 로마교육의 실제 ·······························································71
1. 공화정 시대의 교육 ··························································72
2. 제정시대의 교육 ······························································73
제6절 로마의 교육사상가 ·····························································76
1. 카토(Marcus Porcius Cato, B.C. 95~146) ································77
2. 키케로(Marcus Tullius Cicero, B.C. 106~43) ·····························77
3. 퀸틸리아누스(Marcus Fabius Quintilianus, A.D. 35~100) ················79
ㆍ 참고문헌 ·············································································85

제4장 중세사회의 교육 ···································································87
제1절 중세의 개관 ····································································89
1. 중세사회의 특징 ······························································89
2. 중세사회의 문화 ······························································90
3. 중세 교육의 특징 ·····························································91
제2절 중세사회의 시대구분 ··························································92
제3절 중세 기독교 교육의 실제 ·····················································93
1. 문답학교(問答學校, Catechumenal School) ································93
2. 고급문답학교(高級問答學校, Catechetical School) ··························94
3. 본산학교(本山學校, Cathedral School) ······································94
4. 수도원주의와 수도원학교(修道院學校, Monastic School) ····················95
제4절 교부철학 ········································································97
제5절 스콜라 철학과 교육 ···························································97
제6절 세속교육의 발달 ······························································100
1. 기사교육 ····································································100
2. 대학교육 ····································································103
3. 시민교육 ····································································107
4. 도제교육 ····································································108
제7절 중세의 교육사상가 ····························································109
1. 성 베네딕트(St. Benedict, 480~543) ·····································109
2. 안셀무스(St. Anselmus, 1033~1109) ·····································110
3. 아벨라르(Peter Abelard, 1079~1142) ····································111
4. 아우구스티누스(Aurelius Augustinus, 354~430) ··························112
5. 토마스 아퀴나스(St. Thomas Aquinas, 1225~1274) ·····················113
ㆍ 참고문헌 ············································································116

제5장 르네상스의 교육 ·································································119
제1절 르네상스의 발생원인 ·························································121
제2절 르네상스의 의미와 본질 ·····················································122
제3절 르네상스의 발달과정 ·························································124
제4절 르네상스 운동과 휴머니즘 사상 ·············································129
제5절 르네상스 시대의 인문주의 교육 ·············································132
1. 개인적 인문주의 ·····························································134
2. 사회적 인문주의 ·····························································136
3. 키케로주의 ··································································137
제6절 르네상스 교육사상가 ·························································140
1. 베르게리오(Pier Paolo Vergerio, 1349~1420) ····························140
2. 비토리노(Vittorino de Veltre, 1378~1446) ·······························141
3. 에라스무스(Desiderius Erasmus, 1466~1536) ···························142
4. 라블레(Francois Rabelais, 1483~1554) ··································147
5. 비베스(Juan Luis Vives, 1492~1540) ····································148
6. 몽테뉴(Michel de Montaigne, 1533~1592) ······························149
ㆍ 참고문헌 ············································································152

제6장 종교개혁기의 교육 ······························································155
제1절 종교개혁의 등장 배경과 전개과정 ··········································157
제2절 종교개혁시대의 사회와 문화 ················································168
제3절 문예부흥과 종교개혁 ·························································170
제4절 신교의 교육활동 ······························································171
1. 신교 교육 ···································································172
2. 신교의 윤리성 ·······························································174
3. 학교제도 ····································································175
제5절 구교의 교육활동 ······························································176
제6절 보통교육제도의 성립 ·························································178
1. 고타 교육령 ·································································179
2. 매사추세츠 교육령(Massachusetts School Law) ·························180
제7절 종교개혁의 교육사적 의의 ···················································182
제8절 종교개혁기의 교육사상가 ····················································183
1. 루터(Martin Luther, 1483~1546) ·········································183
2. 츠빙글리(Huldrych Zwingli, 1484~1531) ·································186
3. 멜란히톤(Philipp Melanchthon, 1497~1560) ·····························188
4. 녹스(John Knox, 1514~1572) ············································189
5. 칼빈(John Calvin, 1509~1564) ···········································190
6. 로욜라(Ignacio de Loyola, 1491~1556) ··································191
7. 라살(La Salle) ······························································193
ㆍ 참고문헌 ············································································194

제7장 17세기 실학주의 시대의 교육 ··············································197
제1절 17세기의 사회와 문화 ·······················································199
제2절 실학주의 교육의 등장배경 ···················································201
제3절 실학주의 발달 ································································203
제4절 실학주의 교육사상의 특색 ···················································204
제5절 실학주의 교육 ································································205
1. 인문적 실학주의 ·····························································206
2. 사회적 실학주의 ·····························································207
3. 감각적 실학주의 ·····························································209
제6절 실학주의 시대의 교육기관 ···················································211
제7절 실학주의 시대의 교육사상가 ················································212
1. 비베스(Juan Luis Vives, 1492~1540) ····································213
2. 라블레(Francois Rabelais, 1483~1553) ··································213
3. 몽테뉴(Mickel Eyquem Montaigne, 1533~1592) ························215
4. 베이컨(Francis Bacon, 1561~1626) ······································217
5. 라트케(Wolfgang Ratke, 1571~1635) ····································218
6. 코메니우스(Johann Amos Comenius, 1592~1670) ······················219
7. 밀턴(John Milton, 1608~1674) ···········································226
8. 로크(John Locke, 1632~1704) ···········································228
ㆍ 참고문헌 ············································································234

제8장 18세기 계몽주의 시대의 교육 ··············································237
제1절 계몽주의 교육 ································································239
1. 계몽의 의미 ·································································239
2. 계몽주의의 사상적 배경 ·····················································240
3. 계몽주의의 특징 ·····························································241
4. 계몽주의 교육 ·······························································242
5. 계몽주의 교육의 실제 ·······················································244
6. 계몽주의 교육사상가 ························································250
제2절 자연주의의 교육 ······························································252
1. 자연주의 교육 ·······························································252
2. 자연주의 교육사상가 ························································255
제3절 범애주의 교육 ································································260
1. 범애주의 교육의 특징 ·······················································260
2. 범애주의 교육사상가 ························································261
제4절 특수교육의 발달 ······························································269
ㆍ 참고문헌 ············································································272

제9장 근대사회의 교육 ·································································275
제1절 19세기 시대적 배경 ··························································277
제2절 신인문주의 교육 ······························································279
제3절 신인문주의 교육사상가 ·······················································282
1. 페스탈로치(Johann Heinrich Pestalozzi, 1746~1827) ···················282
2. 헤르바르트(Johann Friedrich Herbart, 1776~1841) ·····················291
3. 프뢰벨(Friedrich Wilhelm August Fr?bel, 1782~1852) ·················296
제4절 국가주의 교육 ································································303
제5절 국가주의 교육사상가 ·························································306
1. 피히테(Johann Gottlieb Fichte, 1762~1814) ····························306
2. 슐라이어마허(Friedrich Daniel Ernst Schleiermacher, 1768~1834) ····310
3. 콩도르세(Marquis de Condorce, 1743~1794) ···························312
제6절 과학적 교육관의 교육 ························································313
1. 과학주의 교육의 특징 ·······················································313
2. 과학주의 교육사상가 ························································314
제7절 산업혁명과 빈민교육 ·························································315
1. 일요학교 제도(sunday school system) ···································317
2. 자선학교(charity school)와 벨-랭커스터 조교법 ···························317
제8절 산업혁명시대의 교육사상가 ··················································319
1. 오웬(Robert Owen) ························································319
제9절 19세기 교육제도 ·····························································321
1. 영국 ·········································································322
2. 프랑스 ·······································································324
3. 독일 ·········································································326
4. 미국 ·········································································327
제10절 미국의 교육사상가 ··························································333
1. 카터(James Gordeon Carter, 1795~1849) ······························333
2. 호러스 맨(Horace Mann, 1796~1859) ····································334
3. 헨리 버나드(Henry Barnard, 1811~1900) ································335
4. 파커(Francis Wayland Parker, 1838~1902) ·····························336
ㆍ 참고문헌 ············································································339

제10장 20세기 서양교육 ································································341
제1절 20세기 서양사회의 시대적 배경 ············································343
제2절 20세기 서양의 교육 ··························································346
제3절 20세기 새 교육운동의 발달 ·················································347
1. 학교교육내용의 개선운동 ····················································348
2. 아동해방운동 ································································349
3. 학습지도방법의 발달 ························································351
제4절 제2차 세계대전 이후의 교육 ················································352
1. 자유 민주주의 국가의 교육 ·················································352
2. 공산주의 국가의 교육 ·······················································353
제5절 20세기 서양교육사상 ·························································355
1. 진보주의 교육사상 ··························································355
2. 본질주의 ····································································358
3. 항존주의 ····································································362
4. 재건주의 ····································································366
5. 실존주의 교육사상 ··························································369
6. 비판이론적 교육사상 ························································375
제6절 서양 여러 나라의 교육 ······················································377
1. 영국 ·········································································378
2. 프랑스 ·······································································379
3. 미국 ·········································································380
4. 독일 ·········································································382
5. 소련 ·········································································383
제7절 20세기 서양교육사상가 ······················································385
1. 듀이(John Dewey, 1859~1952) ··········································385
2. 몬테소리(Maria Montessori, 1870~1952) ································389
3. 니일(A. S. Neil, 1883~1973) ·············································395
4. 엘렌 케이(Ellen Key, 1849~1926) ········································399
5. 킬패트릭(William Heard Kilpatrick, 1871~1965) ·························401
ㆍ 참고문헌 ············································································406

찾아보기 ··············································································409