추천사 ·····································································6역자 서문 ································································17원저자 소개 ······························································21한국어판 서문 ···························································22서문 ······································································26제1장 주입식 교육은 이제 그만두자 ····································371. 궁지에 몰린 교육 ····················································392. 지나치게 완벽한 학습지도요령(국가 교육과정) ·····················423. 개성이란 무엇인가 ···················································454. 세계시민이라는 사고방식 ············································505. 교육이라는 말의 의미 ···············································54제2장 IB 교육의 현장 ·······················································571. 교사는 수업에서 촉진자(facilitator) 역할 ···························592. 학생의 발언은 무엇이든 OK이고 Good Job! ······················623. 괴상한 영어교육 ·····················································644. 정답 찾기가 아닌 수업 ··············································695. 정상에 오르는 길은 하나가 아니다 ·································736. 지식은 주입하는 것이 아니라 사용하는 것이다 ····················757. 일본 학교에서 우수생이라는 의미 ··································78제3장 IB와 사회와 기업 ····················································831. 영어 콤플렉스를 없애라 ·············································852. 아훔(阿?)의 호흡을 설명할 수 있나요? ···························883. 기업이 필요로 하는 새로운 유형의 인재 ···························904. 수업 출석률이 좋은 최고의 대학생 ·································945. 크리에이티브(creative)가 의미하는 것은? ··························97제4장 삶을 살아가는 힘 ···················································1031. 국가가 제시하는 ‘살아가는 힘’에 대한 정의(定義) ···············1052. 학교교육이 유일한 것은 아니다 ···································1113. 수험 트라우마 ······················································1134. 커뮤니케이션 영어란 무엇인가 ····································1165. 학교는 삶의 방식을 가르치는 장이 되어야 한다 ·················1206. IB의 이상적인 학급당 인원수 ·····································1247. 「총합적 학습의 시간」이 지향하는 바 ·····························128제5장 IB 교육과정과 실천 ················································1331. IB에 대한 기대와 불안 ·············································1352. 대학입시제도에 문제를 걸다 ·······································1413. IB 도입의 인증 ·····················································1444. 교사양성의 문제 ····················································1475. 자유롭게 수업을 진행해도 괜찮아 ·································149제6장 안녕, 수험생 시대여 ···············································1531. 우리가 겪은 수험생 시대 ··········································1552. 도쿄대학교라는 장(場) ·············································1603. 도쿄대학교를 높게 평가하지 않는 사람들 ························1654. 수험공부로는 자아 존중감(self-esteem)이 길러지지 않는다 ····1685. 삶의 질 ······························································171저자 후기 ·······························································174역자 후기 ·······························································178참고문헌 ································································182역자주 출처 ····························································188그림 출처 ·······························································191부록 ·····································································193