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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

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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.

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