도서 소개

사회 통합의 가치를 실현하기 위한 교육을 다루는 책이다. 특히 주민 생활의 정신과 행동의 밑바탕이 되고 있는 가치관, 사회규범, 통일에 관한 시민 윤리 과제와 그 실천 방안에 초점을 두고, 이를 위한 보다 구체적이고 보다 심도 있는 원칙과 방안, 즉 장기적이고 체계적인 프로그램을 탐색하고 있다.

  출판사 리뷰

본 서적은 사회 통합의 가치를 실현하기 위한 주된 역할을 교육에서 통합 방안에 관하여 논하고자 한다. 특히 본고는 주민 생활의 정신과 행동의 밑바탕이 되고 있는 가치관, 사회규범, 통일에 관한 시민 윤리 과제와 그 실천 방안에 초점을 두고자 한다. 이처럼 상호보완적 안보통일교육은 시민들의 다양한 가치관, 사회규범, 시민 윤리적 통합과 관련하여 교육을 중심으로 다루는 것이어야 한다. 이를 위한 보다 구체적이고 보다 심도 있는 원칙과 방안, 즉 장기적이고 체계적인 프로그램이 요구된다. 인간 정신의 변화를 시도하는 영역은 교육 분야이다. 교육도 사회통합 차원에서는 크게 사회적 차원의 언론, 문화 등을 통한 사회교육과 제도적 차원의 노력이 요구된다. 남북한 주민의 가치통합의 주된 역할을 담당하게 될 우리 사회의 통일교육은 통합에 있어서 문제점을 극복하려는 노력이 요청된다. 그 문제점에 대한 면밀한 분석 없이는 통일교육의 완전한 비전을 가질 수 없다. 결국 상호보완적 안보통일교육은 바람직한 시민 사회 통합이 기초되어야 하며, 이를 위해서는 체제의 유연성과 개방성을 더욱 강화하여야 한다.

  작가 소개

지은이 : 한만길
교육학 박사 : 통일교육, 북한교육전) 한국교육개발원 선임연구위원, 통일교육연구실장저서 & 논문통일을 이루는 교육, 교육과학사, 2016평화통일교육의 방향과 내용 고찰,통일정책연구, 제28권 1호, 2019, 통일연구원

지은이 : 정지웅
(사)코리아통합연구원 연구위원아신대학교 부교수저서 & 논문분단통일국과 한반도 통일-힘과 통합이론의 관점에서(박사논문)German Reunification from the Perspective ofIntegration Theory: From Functionalism to Neofunctionalism

지은이 : 변종헌
제주대학교 교육대학 교수전) 제주대학교 부총장 겸 교육대학장전) 한국윤리학회 회장주요 저서남북한 관계와 한반도 통일시민교육의 성찰

지은이 : 김상무
동국대 WISE캠퍼스 사범교육학부 교수독일 하이델베르크대 교육학과 박사(Ph. D.)한독교육학회장, 한국통일교육학회장 역임저서 & 논문학교 통일교육인식론: 분석과 제언통일을 이루는 교육(공저)

지은이 : 안승대
영남대학교 교육학과를 졸업하고 영남대학교 대학원 교육학과에서 석사 및 박사학위를 받았다(교육학박사). 영남대학교 특임객원교원, 경일대학교 전임강사를 거쳐 현재는 대구미래대학 유아교육과 전임강사로 재직 중이다.『새롭게 쓴 통일교육론』『한국교육문제세미나』『변증법적 통일교육론』「남북한 교육이념의 비교교육학적 분석」「해체론적 관점에서 본 남북한 교육이념의 분단구조적 특성과 대안탐색에 관한 연구」「한국 교육정책의 근대성 분석」「마르크스의 방법론에 따른 한국교육문제의 분석」「통일교육의 변증법적 접근방향 모색」 「화쟁사상을 통한 통일교육의 접근방향 모색」「새로운 대화법 창출에 관한 연구」「생태주의 교육사회학에 대한 시론적 검토」 등

지은이 : 박형빈
서울교육대학교 윤리교육과 교수다. 미국 캘리포니아대학LA(UCLA) 교육학과에서 방문학자(Visiting Scholar)를 지냈다. 서울교육대학교 교육전문대학원 에듀테크전공 및 인공지능인문융합전공 교수다. 서울교육대학교 신경윤리융합교육연구센터 및 가치윤리AI허브센터 센터장이다. 도덕윤리교육, 인격교육, AI윤리교육, 신경윤리학 등에 관심을 갖고 연구하고 있다. 대표 저서로는 『AI윤리와 뇌신경과학 그리고 교육』(2024), 『인공지능윤리와 도덕교육』(2022), 『AI시대 대한민국 교육변혁』(2024), 『도덕교육학: 그 이론과 실제』(2021), 『뇌 신경과학과 도덕교육』(2019)(2020세종학술도서), 『통일교육학: 그 이론과 실제』(2020), 『도덕지능수업』(2023), 『학교생활 나라면 어떻게 할까?』(2021), 『가정생활 나라면 어떻게 할까?』(2022), 『사회생활 나라면 어떻게 할까?』(2022) 등이 있다. 역서로는 『양심: 도덕적 직관의 기원』(2024)(2024세종학술도서), 『말빈 벌코위츠의 PRIMED 인격교육론』(공역, 2024), 『어린이 도덕교육의 새로운 관점』(공역, 2019)(2019세종학술도서), 『윤리적 감수성』(공역, 2022), 『윤리적 판단력』(공역, 2022), 『윤리적 실천』(공역, 2022), 『윤리적 동기부여』(공역, 2023) 등이 있다.

지은이 : 이상희
광주교육대학교 윤리교육과 조교수저서 & 논문한반도의 오늘과 통일 중등용 교사용 지도서한반도의 오늘과 통일 중등용 교재북한 일상생활 중심의 통일교육 교재 개발

지은이 : 박찬석
공주교육대학교 교수통일부 정책자문위원회 위원저서 & 논문대학 통일교육 환경 개선 방안 연구(2024)

지은이 : 방만기
충남경제진흥원 일자리창출팀 수석연구위원독일 자유베를린 대학교 경제학과 경제학 박사저서 & 논문Wirtschaftsentwickjlung, Krise und Peripherisierung독일 통일 과정에서의 기상협력 사례 연구

지은이 : 권승혁
공주교육대학교 과학교육과 교수(전) 한국교원대학교 뇌기반교육연구소 선임연구원저서 & 논문Identification of fNIRS Brain Activity and Exploration ofDeep Learning-Based Predictive Model in Self-RegulationProcess Taking Mirror Task?

지은이 : 조윤
충남아산북수초등학교 부장 교사저서 & 논문안보 통일교육의 초등 현장 실천(2024)

  목차

머리말 ·················································································································3

제1부 이론적 탐색 ······························································································11

제 1 장 안보통일교육의 실천-박찬석(공주교육대학교) ·············································13
Ⅰ. 서론 ·············································································································13
Ⅱ. 안보통일교육에 대한 전환적 인식 ·····································································15
Ⅲ. 새로운 안보통일교육의 이해 ············································································19
Ⅳ. 안보통일교육의 실천 문제에 대한 논의 ·····························································25
Ⅴ. 결론 ·············································································································30

제 2 장 안보와 동북아정세-정지웅(아신대학교) ························································35
Ⅰ. 들어가며-동북아 안보환경 ················································································35
Ⅱ. 미국의 대중국 안보전략 ···················································································38
Ⅲ. 바이든의 정책 ·································································································39
Ⅳ. 한국의 안보 강화 ····························································································48
Ⅴ. 나가며 ···········································································································50

제 3 장 평화통일교육과 통일안보교육의 이해와 성찰-한만길(한국교육개발원) ·············55
Ⅰ. 서론 ··············································································································55
Ⅱ. 평화통일교육과 통일안보교육 고찰 ····································································56
Ⅲ. 통일교육지침서를 통한 통일교육 변화 분석 ························································64
Ⅳ. 평화통일교육의 이해와 성찰 ·············································································69
Ⅴ. 안보통일교육의 이해와 성찰 ·············································································74
Ⅵ. 결론 ··············································································································78

제 4 장 독일의 통일 경험으로부터 배우는 안보통일교육-김상무(동국대학교 WISE캠퍼스) ·········83
Ⅰ. 머리말 ···········································································································83
Ⅱ. 서독의 통일교육은 어떻게 전개되었는가? ···························································84
Ⅲ. 독일 통일 이후 분단사와 동독사 이해의 관점 ···················································103
Ⅳ. 맺음말 ·········································································································105

제2부 안보통일교육의 내용 강화 ··········································································115

제 5 장 통일신라의 화쟁교육-안보와 통일 교육-안승대(한국교원대학교) ··················117
Ⅰ. 들어가는 말 ·································································································117
Ⅱ. 도구주의 교육의 대안으로서 화쟁교육론 ··························································118
Ⅲ. 통일교육의 대안으로서 화쟁교육론 ·································································121
Ⅳ. 새로운 민족으로서 화쟁민족 ··········································································123
Ⅴ. 화쟁사상과 호국교육 ·····················································································128
Ⅵ. 화쟁교육론의 교육목적과 실천원리 ·································································134

제 6 장 평화담론과 안보 그리고 통일교육-변종헌(제주대학교) ·······························145
Ⅰ. 한반도의 평화와 통일 ···················································································145
Ⅱ. 평화와 통일문제의 분기 ················································································147
Ⅲ. 평화의 가치와 통일문제의 연계 ·····································································150
Ⅳ. 평화와 통일교육의 과제 ················································································156
Ⅴ. 통일과 평화문화 ··························································································162

제 7 장 경제와 안보통일교육-방만기(충남경제진흥원) ···········································167
Ⅰ. 서론 ············································································································167
Ⅱ. 안보와 경제의 상관관계 ·················································································171
Ⅲ. AI와 디지털 경제의 역할 ···············································································174
Ⅳ. 경제와 안보통일의 미래 ·················································································177
Ⅴ. 독일 통일과의 비교 분석 ················································································181
Ⅵ. 결론: 안보와 경제 통합을 위한 시사점 ·····························································186

제 8 장 AI와 안보통일교육-권승혁(공주교육대학교) ················································195
Ⅰ. 안보통일교육과 AI는 왜 만나야만 하는가? ························································195
Ⅱ. 지금 AI와 교육의 만남은 어떻게 이루어지고 있나? ············································198
Ⅲ. 결론 ·············································································································228

제3부 안보통일교육의 교과 적용 ···········································································231

제 9 장 2022 도덕과 교육과정과 안보통일교육 방향과 과제-박형빈(서울교육대학교) ·············233
Ⅰ. 들어가며 ·······································································································233
Ⅱ. 안보통일교육의 이론적 배경 ············································································234
Ⅲ. 안보통일교육의 교육 실천 방안 ········································································242
Ⅵ. 안보통일교육의 방향과 과제 ············································································244
Ⅴ. 나가며 ··········································································································249

제10장 안보통일교육을 위한 초등 도덕과 통일 감수성 교육-이상희(광주교육대학교) ········253
Ⅰ. 서론 ·············································································································253
Ⅱ. 2022 개정 교육과정에 따른 도덕과 안보통일교육 이해 ······································255
Ⅲ. 안보통일교육을 위한 초등 도덕과 통일 감수성 함양 교육 ···································260

제11장 안보통일교육의 초등학교 실천 사례-박찬석(공주교육대학교),조 윤(아산북수초등학교) ···277
Ⅰ. 서론 ·············································································································277
Ⅱ. 현 한반도 정세와 초등학교 통일교육의 논의 ·····················································279
Ⅲ. 초등학교 통일교육의 수업 전개 ·······································································285
Ⅳ. 결론 ············································································································294

찾아보기 ···········································································································297

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