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4차 산업혁명 시대를 적극적으로 준비하고 대응할 수 있는 미래교육의 목적과 방향 탐색, 교수-학습 방법 개선, 미래 사회에 길러야 할 인재 역량 등 다방면으로 모색할 필요가 있다. 또한, 4차 산업혁명 시대는 현재 인간이 수행하고 있는 거의 대부분의 기능이 인공지능으로 대체될 것을 감안하면, 미래교육의 방향도 “두뇌(Brain)”의 기능을 밝히는 신경과학, 뇌과학, 인지과학을 토대로 획기적인 패러다임 전환을 가져올 필요가 있다.
그러나 기존의 인성교육 문제점을 종합적으로 정리해 보면 다음과 같다. 첫째, 인성교육에 대한 개념 및 구성요소, 덕목 등에 대한 사회적인 합의가 부족하여 인성교육이 나아가야 할 방향을 제대로 정립하지 못하고 있다. 둘째, 학력 중심 입시위주 교육으로 인해 인성교육이 제대로 정착하지 못하고 있다. 셋째, 인성교육을 긍정적으로 바라보는 학생ㆍ교사ㆍ학부모 등 전 국민의 노력이 부족하다. 넷째, 특정 교과, 특정 덕목 등 특정 영역을 중심으로 인성교육을 실시하고 지식이나 사고위주의 단편적인 인성교육을 실천함으로써 학생들의 정서 자극을 통한 마음의 변화나 지속적인 반복 습관 및 실천 행위까지 유도하지 못하였다.
따라서, 본 저서는 4차 산업혁명 시대에 걸맞는 체험 중심 인성교육, 뇌과학 기반 인성교육, 과정 중심 인성교육 등 최신 인성교육 방법과 사례를 제시하고 있다는 점에서 매우 의의가 있다.
본 저서는 4차 산업혁명시대 인성, 감성, 정서의 중요성이 좀 더 강조됨에 따라서, 인성 역량을 함양할 수 있는 구체적인 방법 및 사례를 내용으로 구성하였으므로, 학부모, 교사, 학생, 교육전문가 등에게 매우 유용할 뿐만 아니라, 실제 사례를 중심으로 구성되어 있어 누구든지 쉽게 이해할 수 있다.

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머리말 / 3

제1부 4차 산업혁명시대 인성교육의 이해
제1장 4차 산업혁명시대 인성교육의 이해 ···············································11
1. 4차 산업혁명시대 특징 및 미래교육의 변화 ·····································11
2. 인성의 개념 및 구성요소 ·························································28
3. 인성교육의 개념 및 역량 ·························································38
4. 인성교육진흥법의 이해 ····························································51
제2장 인성교육 실태 및 최근 동향 ·······················································61
1. 인성교육 현황 및 실태 ····························································61
2. 인성교육의 효과 ···································································78
3. 인성교육의 문제점 ·································································82
4. 인성교육의 최근 동향 ·····························································83
5. 인성교육의 최근 접근 모형 ·······················································89
제3장 뇌과학에 기반한 인성교육 ··························································97
1. 두뇌의 구조 및 기능 ······························································97
2. 두뇌의 구성 요소 ·································································105
3. 뇌교육 기반 인성교육 ····························································112

제2부 인성교육의 주요 이론
제1장 인성교육 원리 및 유형 ····························································137
1. 인성교육의 원리 ··································································137
2. 인성교육의 유형 ··································································142
제2장 인성교육의 주요 관점 ······························································159
1. 전통주의적 관점 ··································································159
2. 아동 발달적 관점 ·································································161
3. 배려 공동체적 관점 ······························································164
4. 구성주의적 관점 ··································································167
5. 절충적 관점 ·······································································170
6. 배려윤리적 관점 ··································································176
7. 사회정서학습 관점 ································································180
제3장 인성교육 관련 발달 단계 ·························································199
1. 정서지능 이론 ····································································199
2. Piaget의 도덕성 발달이론 ·······················································203
3. Vygotsky의 인지발달이론 ·······················································207
4. Freud의 성격발달이론 ···························································208
5. Erikson의 사회심리발달이론 ····················································209
6. Kohlberg의 도덕성발달이론 ·····················································211
7. Lickona의 도덕성발달이론 ······················································212
8. Maslow의 욕구위계이론 ·························································213
9. 청소년기 인성 발달 특징 ························································217
제4장 인성교육 교수학습 방법 ···························································233
1. 토의ㆍ토론학습 ···································································233
2. 프로젝트 학습 ····································································239
3. 협력적 문제해결학습 ·····························································246
4. 하브루타 ··········································································252
5. 액션러닝 ··········································································259
6. Jigsaw 모형 ·····································································272
제5장 교과별 인성교육 방법 및 수업 모형 ············································279
1. 교과별 수업 방법 ·································································279
2. 수업 모형 ·········································································283

제3부 인성교육의 추진 정책 및 사례
제1장 인성교육 추진 정책 ································································309
1. 2013년 인성교육 강화 기본 계획 ··············································309
2. 2014년 인성교육 강화 기본 계획 ··············································319
3. 2015년 인성교육 강화 기본 계획 ··············································347
제2장 혁신학교 운영 사례 ································································357
1. 서울시교육청 ······································································357
2. 경기도교육청 ······································································361
3. 광주시교육청 ······································································369
4. 전북교육청 ········································································375
5. 전남교육청 ········································································393
제3장 해외 인성교육 적용 사례 ·························································395
1. 미국 인성교육 ····································································395
2. 독일 인성교육 ····································································399
3. 핀란드 인성교육 ··································································401
4. 싱가포르 인성교육 ································································402
5. 일본과 중국(대만) 인성교육 ······················································406
제4장 국내 인성교육 적용 사례 ·························································407
1. 대상별 인성교육 적용 사례 ······················································407
2. 덕목별 인성교육 적용 사례 ······················································414
3. 장소별 인성교육 적용 사례 ······················································428

찾아보기 ··············································································435

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신재한
경북대학교 교육학박사
교육부 연구사
한국교육개발원 연구위원
한국청소년상담학회 융합상담분과 Supervisor
국제뇌교육종합대학원대학교 교수

김상인
상담심리학 박사(Ph.D.)
Alfred Alder’s Psychologist
America Counseling Association 전문회원
국회인성교육실천포럼 자문위원
사) 전국교사힐링상담센터 Supervisor
사) 충남힐링상담센터 Supervisor
한국교원대학교 대학원 겸임 부교수