머리말 / 3

제1부 도덕치유와 윤리상담의 이론적 배경
제1장 윤리상담: 이론적 토대에 대한 검토(박장호) ·······························15
1. 서론: 도덕교육의 상담과 치유 요소 ·······································15
2. 심리상담과 윤리적 접근 ···················································24
3. 철학상담과 윤리적 접근 ···················································31
4. 윤리상담의 주제와 접근법 유형 ···········································37
5. 결론 ·······································································43
참고문헌 ····································································46
제2장 도덕적 건강과 도덕교육(진교훈) ············································51
1. 서론 ·······································································51
2. 윤리상담의 의미 ··························································51
3. 도덕적 건강의 의미 ·······················································53
4. 윤리학과 철학적 인간학의 관계 ···········································55
5. 사람다움의 이해와 도덕교육 ··············································58
6. 윤리상담과 황금률 ························································59
7. 결론 ·······································································69
참고문헌 ····································································72

제2부 도덕이론과 치유와 상담
제1장 공자의 사상과 상담(이상호) ·················································77
1. 서론 ·······································································77
2. 공자 윤리상담의 원리 ·····················································78
3. 공자 윤리상담의 교육적 함의(含意) ·······································87
4. 결론 ·······································································91
참고문헌 ····································································93
제2장 불교 이론과 상담(장승희) ···················································95
1. 서론: 정서교육담론과 불교적 대안 ········································95
2. 초기불교에서 삶의 목적과 마음의 구조 ···································98
3. 붓다 정서교육의 목표와 내용 ············································102
4. 붓다 정서교육의 방법과 효과 ············································106
5. 결론 ·····································································114
참고문헌 ··································································116
제3장 양명학과 윤리상담(김민재) ·················································119
1. 서론: 윤리상담의 특징과 필요성 ·········································119
2. 윤리상담사로서의 왕수인 ·················································124
3. 양지 개념의 윤리상담에 대한 시사점 ····································131
4. 결론: 남은 과제들 ·······················································140
참고문헌 ··································································142
제4장 율곡의 성리학과 윤리상담(이영경) ········································145
1. 서론 ······································································145
2. 성리학의 정신과 윤리상담의 본질 ········································146
3. 성인(聖人)·군자(君子)됨과 윤리상담의 목적으로서의 윤리적 인격 형성 ···· 150
4. 궁리(窮理)와 윤리상담의 실제 ············································153
5. 역행(力行)과 윤리상담의 실제 ············································158
6. 결론 ·····································································162
참고문헌 ··································································165
제5장 욕구 조절과 도덕적 치유: 아리스토텔레스의 관점(박장호) ··············167
1. 서론 ······································································167
2. 절제와 자제력 있음 ······················································172
3. 자제력 없음 ······························································177
4. 방종 ·····································································193
5. 결론: 도덕교사의 역할 ···················································199
참고문헌 ··································································201
제6장 도덕적 서사와 정신건강(박장호) ···········································205
1. 서론 ······································································205
2. 정신건강에서의 서사적 접근법 ···········································206
3. 서사적 접근의 도덕적 요건 ··············································217
4. 결론 ·····································································227
참고문헌 ··································································229
제7장 키에르케고어(S. Kierkegaard)와 윤리상담(황종환) ······················235
1. 서론: 윤리상담가로서 키에르케고어 ······································235
2. 행복한 삶과 윤리상담 ····················································236
3. 실존적 불안, 절망과 윤리상담 ···········································239
4. 자기다움과 윤리상담 ·····················································245
5. 결론 ·····································································248
참고문헌 ··································································250

제3부 도덕심리학과 치유와 상담
제1장 삶의 의미와 상담(이정렬) ··················································253
1. 서론 ······································································253
2. 인간 실존과 의미 찾기 ···················································255
3. 자기 초월을 통한 의미 찾기 ·············································259
4. 로고테라피에 근거한 윤리상담의 원리와 방법 ···························260
5. 결론 및 제언 ·····························································266
참고문헌 ··································································268
제2장 분노와 윤리상담(김대군) ···················································269
1. 심리상담, 철학상담 그리고 윤리상담 ·····································269
2. 분노의 의미와 윤리적 이해 ··············································276
3. 윤리적 치유 담론과 사례 ················································281
참고문헌 ··································································287
제3장 뇌신경과학과 윤리상담(박형빈) ············································289
1. 정신건강과 정신질병 ·····················································289
2. 도덕성과 정신건강 ·······················································291
3. 뇌신경과학에서 정신건강과 도덕성 ·······································293
4. 도덕성에 대한 의학모델 ··················································294
5. 정신건강 향상과 치유로서의 도덕교육 ···································297
6. 윤리상담의 마음치유 기능 ···············································301
참고문헌 ··································································303
제4장 긍정심리학과 상담(손경원) ·················································305
1. 서론 ······································································305
2. 정신건강과 회복탄력성 ···················································309
3. 행복과 긍정심리학적 중재 ···············································318
4. 결론 ·····································································329
참고문헌 ··································································332
제5장 켄 윌버의 자아초월과 트라우마 치유(김연숙) ····························335
1. 서론 ······································································335
2. 상처받는 인간과 트라우마 ···············································337
3. 자아의 심층구조와 병리현상 ·············································340
4. 자아초월과 트라우마의 치유 ·············································342
5. 결론 ·····································································349
참고문헌 ··································································352

제4부 학교생활과 윤리상담
제1장 초등학교 도덕과 교육에 활용할 수 있는 윤리상담의 실제(이미식) ······355
1. 서론 ······································································355
2. 대상관계상담이론과 배려의 도덕교육 특징 비교 ·························358
3. 윤리상담 수업의 실제 ····················································370
4. 결론 ·····································································379
참고문헌 ··································································381
제2장 중등학교에서의 윤리상담(김국현) ··········································383
1. 서론 ······································································383
2. 도덕과의 특성과 윤리상담의 의미 ········································384
3. 윤리상담자의 필수적인 기술들 ···········································394
4. 윤리상담 수업 프로그램 구안하기 ········································400
참고문헌 ··································································406
제3장 성격강점활용과 상담(최용성) ··············································409
1. 서론: 연구의 필요성 및 목적 ·············································409
2. 이론적 고찰 ······························································413
3. 긍정심리학과 성격강점 상담프로그램의 개발 ·····························417
4. 결론 ·····································································424
참고문헌 ··································································426
제4장 인성건강과 인문치료: 건강한 인성을 위한 인문학적 접근(윤영돈) ······429
1. 서론 ······································································429
2. 인성은 측정 가능한 것인가? ·············································430
3. 건강한 인성의 문제에 대한 인문학적 접근 ·······························437
4. 학교, 건강한 인성 이야기를 가꾸는 터전 ································443
5. 결론 ·····································································446
참고문헌 ··································································448
제5장 학교폭력과 윤리상담, 교육복지(이경희) ···································451
1. 서론 ······································································451
2. 학교폭력, 학교 교육과 한국사회의 위기 ·································455
3. 학교폭력, 윤리상담과 도덕지능 ··········································459
4. 학교폭력과 교육복지 ·····················································464
5. 결론 ·····································································466
참고문헌 ··································································468
제6장 사서(四書ㆍ논어 맹자 대학 중용)에 기반한 마음치료에서
인성과 도덕의 역할(정연호) ················································471
1. 서론 ······································································471
2. 본론 ······································································473
3. 결론 ·····································································477
참고문헌 ··································································479

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