＜철학수업레시피＞를 소개합니다.

[나무바람]

부족한대로 엮어 내었습니다. 차차 수정하고 보강도 해야지요.

교육과학사 사이트에 소개된 내용입니다.

......................................................

지혜로운 생각을 키우는 철학수업 레시피

  

철학적 탐구와 대화가 아이들에게 얼마나 중요한 기회이고 선물인지 보여드리고 싶습니다.

이 책은 철학적 탐구 공동체에 대한 안내서이자 꼬마 철학자 클럽 프로젝트에 대한 일종의 보고서입니다. 어떻게 프로그램이 구성되었고 수업이 계획되었으며, 어떤 결과를 만들어냈는지 보실 수 있습니다. 또한 그런 구성과 실행에 바탕이 되는 이론적 배경, 즉 아이들과 철학을 한다는 것의 의미와 가치, 그 방법에 대해서 핵심을 간추려서 쉽게 찬찬히 안내합니다. 체계적인 수업으로서만이 아니라 아이들과의 일상 속 사소한 대화를 통해서도 철학적 탐구와 대화가 가능하다는 것을 보여드립니다. 이런 내용들은 최근 질문과 토론이 중시되면서 교육현장에서 유행하고 있는 ‘하브루타’나 ‘거꾸로수업’은 물론 2015년 서울시교육청이 개발하여 보급하고 있는 ‘질문이 있는 토론모형’ 등을 깊이 이해하고 실천하는 데에도 도움이 되리라 생각합니다. 왜냐하면 철학적 대화나 탐구의 중심은 ‘질문’과 ‘대화’와 ‘토론’이기 때문입니다.

이 책은 크게 4부와 부록으로 구성되었습니다. 1부는 아이들과 철학한다는 것에 대한 전반적이고 기본적인 이해를 도모합니다. 2부는 꼬마 철학자 클럽 프로그램의 전체적인 구성에 대해 안내하였습니다. 3부는 꼬마 철학자 클럽의 40주 <수업일지>와 <수업계획>과 <수업 돌아보기>입니다. 유아들과의 수업계획이지만 ‘생각연습’만 빼면 대부분 모든 연령이 사용 가능합니다. <수업일지>는 철학적 대화가 일어나는 맥락과 선생님의 발문에 대해 유용한 팁을 많이 얻을 수 있습니다. 어떤 이론적 설명보다 실제 사례가 더 많은 정보를 주기 때문입니다. <수업 돌아보기>는 수업일지만으로는 파악되지 않는 철학적 탐구나 대화의 모습을 짚어주고 설명합니다. 4부는 초등학생, 대학생, 선생님들의 철학수업 사례를 소개하였습니다. 다양한 연령에서의 철학적 탐구공동체 토론모습을 엿볼 수 있습니다. <부록>은 기타 참고자료로 립맨의 사고기술 목록과 토론에서의 활용에 대한 자료를 실었습니다. 또한 철학적 대화나 수업을 하는 데 참고가 될 만한 도서목록도 실었습니다. 쉬운 철학서, 철학교육안내서, 그림책 등의 목록입니다.

 

프롤로그: 철학하는 아이들의 삶을 꿈꾸며 ····················································3

제1부 어린이와 철학하기

1. 철학이란 무엇인가? ·········································································14
2. 왜 아이들과 철학을 하려고 할까? ·························································16
3. ‘어린이 철학’에서 아이들은 어떤 존재인가? ··············································22
4. 아이들과 철학을 어떻게 할까? ····························································28
5. 철학적 탐구를 이끄는 동력은 무엇인가? ·················································45
6. 아이들과 어떤 주제로 철학을 할까? ······················································55
7. 철학적 탐구를 돕는 선생님(부모님)의 역할은 무엇인가? ································58
8. 평가는 어떻게 이루어지나? ································································81

제2부 꼬마 철학자 클럽 프로그램

1. 전체 프로그램 구성을 어떻게 할까? ·······················································88
2. 수업을 어떻게 계획할까? ···································································90

제3부 꼬마 철학자들의 신나는 생각 탐험기

1분기 철학과 친해지기 ·········································································97
오리엔테이션-자기소개 ····································································99
생각연습-질문 만들기 ····································································104
의미탐구-친구 ············································································109
질문탐구-‘장다리꽃과 애벌레’를 읽고 ····················································114
생각탐구-상상하기 ·······································································119
의미탐구-사물의 중요한 점 ······························································124
의미탐구-나에게 가장 중요한 점 ·························································127
질문탐구-‘시몬은 곰팡이가 좋아요’를 읽고 ···············································132
생각연습/의미탐구-공통점 차이점 찾기/사랑 ·············································138
종합탐구-행복에 대한 모둠시 짓기 ·······················································144

2분기 함께 철학하기 ··········································································151
오리엔테이션-친구 인터뷰하기 ···························································153
생각연습-감정 살피기 ····································································159
의미탐구-약속 ············································································165
질문탐구-‘벌거벗은 임금님’을 읽고 ·······················································171
생각연습-분류하기 ·······································································176
의미탐구-비밀 ············································································181
질문탐구-‘임금님 귀는 당나귀 귀’를 읽고 ················································187
생각연습-추리하기 ·······································································192
의미탐구-변화 ············································································197
종합탐구-나의 모습 변화시키기 ··························································203

3분기 즐겁게 철학하기 ·······································································207

오리엔테이션-나의 미래 ··································································209
생각연습-예 들기 ········································································214
의미탐구-집 ··············································································219
질문탐구-‘목욕하기 싫어’를 읽고 ·························································225
생각연습-결과 예측하기 ··································································231
의미탐구-말의 힘 ········································································236
질문탐구-‘소리괴물’을 읽고 ······························································241
생각연습-장단점 찾기 ····································································247
의미탐구-진짜(~다움) ····································································253
종합탐구-미션 해결하기 ··································································259

4분기 이해하고 철학하기 ·····································································267
내용이해-‘외톨이 낙타 말리’를 읽고 1 ···················································269
종합탐구-‘외톨이 낙타 말리’를 읽고 2 ···················································272
내용이해-‘농부에게 필요한 땅의 크기’를 읽고 1 ·········································278
종합탐구-‘농부에게 필요한 땅의 크기’를 읽고 2 ·········································280
내용이해-‘사과 주인은 누구?’를 읽고 1 ··················································284
종합탐구-‘사과 주인은 누구?’를 읽고 2 ··················································286
내용이해-‘아낌없이 주는 나무’를 읽고 1 ·················································292
종합탐구-‘아낌없이 주는 나무’를 읽고 2 ·················································294
꼬마 철학자 수업을 마치며~ 1 ···························································299
꼬마 철학자 수업을 마치며~ 2 ··························································301

제4부 철학적 탐구공동체 수업사례
1. 초등학생들의 철학수업 ·····································································308
2. 대학생들의 철학수업 ·······································································325
3. 선생님들의 철학수업 ·······································································333

에필로그: 의미와 가치에 대해 함께 질문하고 성찰하는 세상을 꿈꾸며 ··················342

부 록
1. 사고기술 목록 ··············································································347
2. IAPC 교재 ··················································································366
3. 참고도서 목록 ··············································································370

김혜숙
윤리교육과 어린이 철학을 전공하고 25년간 초등학생들을 가르쳤으며 현재는 대학에 출강하고 있습니다. 1980년대에 어린이 철학을 처음 만난 이후 지도교수님, 선후배 선생님들과 함께 탐구공동체를 구성하여 어린이 철학에 대한 연구와 번역, 출판, 강의, 연수 등을 실행하고 있습니다.

김혜진
유아교육을 전공하고 지금까지 24년간 유아들을 가르치고 있으며, 요즘은 아이들과 철학하는 재미에 푹 빠져 있습니다. 아이들이 많이 뛰어놀았으면, 노래를 많이 불렀으면, 책하고 친했으면, 생각할 줄 아는 사람이 되었으면 하는 마음을 담아 매 순간 아이들을 만납니다.

[inee]

감사합니다~!

[나무바람]

네 감사합니다.

[신선한 미소]

곧 구입하여 탐독들어가야겠습니다.
좋은 정보 감사합니다~!*^^*

[봄날아침]

앗
좋은 책 나왔다.
소식 감사합니당😄

[jeje]

철학수업레시피도 기대됩니다.^^ 감사합니다.

[눈꽃마녀]

철레 열심히 보고 배우고 있습니다
아이들과 무엇을 얘기해야할지 훨~씬 쉬워졌어요 고맙습니다