현대 교육학의 이론적 사고에서 통치와의 관련성이 충분히 조명받지 못해 온 사실은, 과거는 물론 현재의 교육을 이해하는 데 있어서 일정한 제약으로 작용하고 있다고 생각합니다. 통치라는 개념에 충분히 주목하지 못함으로써 우리는 근대 이전 시기의 교육에 관해서는 체계적인 역사적 이해를 얻는 데 곤란을 겪어 왔다고 생각합니다. 장구한 기간에 걸친 인류 교육의 역사를 공부하다 보면 이른바 “나무는 보되 숲은 보지 못한다”고 하는 오류를 범하기 쉽습니다. 그럴 경우 통치라는 관점은 비교적 용이하게 ‘숲’을 볼 수 있게 만드는 효과를 가질 수 있을 것입니다.

현대의 교육을 이론적으로 파악하는 일에 있어서도 통치라는 관점은 유용한 도구가 될 수 있습니다. 통치와 교육의 밀접한 상관성은 근대 이전에만 국한된 것이라고 볼 수는 없으며 ‘공교육’(public education)이라는 용어가 단적으로 함의하듯이 그것은 오늘날에도 엄연한 사실의 차원에 속합니다. 헌법에 등장하는 ‘교육의 자주성’ 혹은 ‘교육의 정치적 중립성’을 너무 확대 해석한 나머지, 교육을 정치나 국가적 통치와는 별개인 것처럼 여기는 사고방식이 널리 퍼져 있습니다. 하지만 실제로 한국의 공교육 시스템은 국가 통치라는 것과 불가분으로 연결되어 있습니다. 어떤 면에서는 근대 이전보다 더 그 관계가 긴밀해졌다고도 볼 수 있습니다. 

프롤로그- 왜 ‘통치와 교육’인가? ·······································3

제1강 통치와 교육의 관계·············································11

근대 이전 동아시아에서의 통치와 교육 관계 ····················13

근대 이전 서양에서의 통치와 교육 관계 ························27

제2강 최초의 학교는 누가 세웠나? ····································41

최초의 학교와 그 창설자 ········································42

문자의 발명과 교육 ·············································50

고구려의 태학 ···················································60

제3강 ‘국가의 기원’을 가르치는 이유··································67

조선시대의 역사인식 ············································69

국가 기원의 ‘신화’ 혹은 ‘국민’을 위한 ‘망각’ ····················82

제4강 국자감과 치(治) ·················································93

국자감의 설립 ···················································94

국자감에서 성균관으로 ·········································103

교육제도와 국제 역학 ··········································110

제5강 학위성인(學爲聖人)이라는 진리·································117

주자학과 조선왕조 ·············································117

‘학위성인’(學爲聖人)이라는 교의 ·······························120

신유학의 ‘성인’ 개념 ···········································124

‘학위성인’을 부정한 오규우 소라이 ·····························130

‘학위성인’과 진리의 역사 ·······································133

제6강 왕(王)과 교육

- 군사(君師)의 이념과 실제 - ·································139

주자학의 ‘군사’ 이념 ···········································140

조선왕조와 ‘군사’ 이념 ·········································144

대조적인 두 군주론: 맹자와 마키아벨리 ························158

제7강 여성과 교육

- 주자학의 성차별 교육 - ···································································· 169

학위성인과 여성 ···············································171

소학과 유교적 여성관의 형성 ································173

소학의 남녀교육관 ···········································175

언설의 질서와 ‘성인 논리’ ·····································183

삼종지도(三從之道)와 여성 성인 ·······························186

제8강 근대 공교육과 폴리스··········································193

근대 공교육의 유래에 관한 이론들 ·····························194

국가라는 것과 통치 실천 혹은 통치성 ··························198

국가이성(ratio status)과 폴리스(police) ·······················202

근대 공교육과 폴리스 ··········································206

(1) 튀르케의 폴리스론과 교육 ·······························206

(2) 들라마르의 폴리스론과 교육 ·····························209

(3) 프리드리히2세의 프로이센 통치와 교육정책 ··············214

제9강 한국 근대교육의 ‘탄생’

- 박영효 「개화상소」와 유길준 「서유견문」을 중심으로 - ······219

‘서양 충격’(Western Impact)과 동아시아 근대교육 ·············223

(1) 동아시아 백년전쟁 ·······································224

(2) 조선의 통치 위기 ········································225

근대교육 언설의 등장 ··········································228

(1) 말과 사물 ················································228

(2) 박영효의 근대교육 언설 ·································229

(3) 유길준의 근대교육 언설 ·································234

에필로그······························································247

부록 ‘현재의 역사’와 역사교육·······································255

1. 역사서술과 역사교육의 일반적 관계 ·························255

2. ‘현재의 역사’가 의미하는 바 ································260

3. ‘현재의 역사’와 역사교육 ···································269

참고문헌 ·······················································275

찾아보기 ·······················································280

정규영
정규영은 청주교육대학교 교수다. 도쿄대학 대학원에서 박사(교육학) 학위를 취득했다. 근대교육사를 전공하며 현재는 미셸 푸코 사상의 교육학적 함의를 연구하고 있다. 저서에 『동서양 교육의 역사』(2011), 『통치와 교육 ? 통치는 교육의 ‘바깥’인가?』(2016) 등이 있다. 논문으로 “미셸 푸코의 파놉티시즘과 근대교육”(2014), “지식, 권력, 교육”(2015) 등이 있다