머리말 / 3

제1부 창조교육의 본질
제1장 인간의 본성과 창조성 ················································13
1. 인간의 본성 ························································13
2. 창조성의 의미 ······················································21
3. 창조성의 교육적 기반 ··············································27

제2장 창조성의 성질 ························································33
1. 창조성의 신체ㆍ생리적 성질 ········································33
2. 창조성의 사회적 성질 ··············································42
3. 창조성의 이지적 성질 ··············································49
4. 창조성의 도덕적 성질 ··············································54
5. 창조성의 예술적 성질 ··············································59
6. 창조성의 종교적 성질 ··············································62

제3장 창조성의 기능 ························································67
1. 욕구와 창조성 ······················································67
2. 사고와 창조성 ······················································68
3. 활동과 창조성 ······················································71
4. 창조성의 발동과정 ··················································73

제4장 창조교육의 본질 ······················································77
1. 교육의 본질 ························································77
2. 교육과 문화보존 ····················································79
3. 교육과 문화 창조 ··················································81
4. 창조교육의 본질 ····················································84

제2부 창조교육의 목적
제5장 교육의 가치체제 ······················································91
1. 교육의 이념 ························································91
2. 교육행위로서의 목적 ················································93
3. 교육활동으로서의 목표 ·············································97
4. 창조적 가치체제로서의 교육 ········································98

제6장 교육목적의 유형 ·····················································109
1. 교육의 내재적 목적과 외재적 목적 ·································109
2. 개인적 교육목적과 사회적 교육목적 ································113
3. 문화중심 교육목적과 생활중심 교육목적 ···························118
4. 창조적 교육목적 ···················································122

제7장 교육목적의 타당성과 설정 ··········································127
1. 교육목적의 변천 ···················································127
2. 교육목적의 타당성 ················································137
3. 교육목적의 설정 ···················································140
4. 창조교육목적 설정의 타당성 ·······································142

제8장 창조교육의 목적 ·····················································153
1. 창조적 인간의 특성 ···············································153
2. 창조교육의 이념 ···················································155
3. 인격완성으로서의 창조교육의 목적 ·································157
4. 가치추구 활동으로서의 창조교육의 목표 ···························162

제3부 창조교육의 방법
제9장 창조교육의 교수-학습 ···············································173
1. 창조교육 교수-학습 5단계 ········································173
2. 창조교육 교수-학습계획 안 ········································177
3. 창조교육의 교수-학습모형 ·········································184

제10장 창조교육 교수-학습의 발상단계 ···································189
1. 발상을 촉진하는 교수-학습 ········································189
2. 발상과 강의식 교수법 ·············································192
3. 발상을 위한 학습조건의 개별적 적정화 ····························201

제11장 창조교육 교수-학습의 발견단계 ····································209
1. 발견을 위한 교수-학습 ············································209
2. 발견과 순차식발견의 교수법 ·······································212
3. 발견을 위한 동기유발 학습 ········································221

제12장 창조교육 교수-학습의 발굴단계 ···································237
1. 발굴의 교수-학습 ·················································237
2. 발굴과 탐구수업 ···················································239
3. 발굴을 위한 소집단 학습법 ········································257

제13장 창조교육 교수-학습의 발현단계 ···································261
1. 발현을 위한 교수-학습 ············································261
2. 발현으로서의 정교화 교수법 ·······································263
3. 발현과 영재학습 ···················································277

제14장 창조교육 교수-학습의 발전단계 ···································287
1. 발전을 위한 교수-학습 ············································287
2. 발전의 추구로서 문제해결 교수법 ··································288
3. 발전과 협동학습 ···················································304

제4부 창조력의 평가
제15장 창조적 능력의 평가················································317
1. 창조성의 개발과 교육 ·············································317
2. 창조성의 검사와 측정 ·············································324
3. 창조능력의 평가 ···················································331

참고문헌 / 374
찾아보기 / 382

로버트 브라우닝의 시와 케이트 그리너웨이의 그림, 에드먼드 에반스의 목판. 19세기 영국 빅토리아 시대의 예술과 기술을 오롯이 느낄 수 있는 걸작 그림책『하멜른의 피리 부는 사나이』. 원문의 행과 연을 지키고 시가 갖는 운율을 최대한 살리기 위해 노력하였으며, 1888년 영국 George Routledge and Sons에서 출간된 책을 편집 저본으로 표지와 본문을 충실히 재현했다.