학봉 김성일의 교육방법론 (Educational Methodology of Hakbong Kim, Seong-Il)

서지정보

· 발행기관 : 한국교육철학회
· 수록지 정보 : 교육철학 / 35호 / 397 ~ 436페이지
· 저자명 : 정낙찬

초록

The current study generalized Hakbong's educational methodology under three categories of the view point of human and educational methodology can be summarized into the following three points.
First of all, he has diversity in width embracing moral philosophies including the view point of human, theory of academy, the theory of cultivation, the theory of economy, etc. of Neo-confucianism. At the same time, he recognizes Yang-Ming Philosophy critically and interpreted it in own unique way. In particular, his educational thought focuses on the theory of economy most. From the above points, his unique academic trend is confirmed that is distinguished from other academic traditions within Toigye Academic Community which inclined toward theory of academy and the theory of cultivation of Neo-confucianism.
Secondly, he contains creativity of strict positivity and sharp penetration. He emphasized ‘yehak’ even for interpretation of the scriptures, so he is not restricted by the frame of Neo-confucianism. Therefore, the fact that he reviewed from positive interests not being addicted to ideological speculation of Neo-confucianism presents that his educational thoughts do not incline toward normative value consciousness of moral philosophy-Neo-confucianism.
Thirdly, he has practical academic trend. He gave priority to human affairs(over the principle of heaven, and put emphasis on practicality for deciding issues brought out from human affairs. He is connected with the realist ideology at the beginning of the 17th century at this point, and his educational thoughts that presents his realist thoughts sprouted from moral science showed distinctive characteristics within academic development of Toigye Academic Community. This aspect can be considered as the clearest expression of his view on the time

영어초록

The current study generalized Hakbong's educational methodology under three categories of the view point of human and educational methodology can be summarized into the following three points.
First of all, he has diversity in width embracing moral philosophies including the view point of human, theory of academy, the theory of cultivation, the theory of economy, etc. of Neo-confucianism. At the same time, he recognizes Yang-Ming Philosophy critically and interpreted it in own unique way. In particular, his educational thought focuses on the theory of economy most. From the above points, his unique academic trend is confirmed that is distinguished from other academic traditions within Toigye Academic Community which inclined toward theory of academy and the theory of cultivation of Neo-confucianism.
Secondly, he contains creativity of strict positivity and sharp penetration. He emphasized ‘yehak’ even for interpretation of the scriptures, so he is not restricted by the frame of Neo-confucianism. Therefore, the fact that he reviewed from positive interests not being addicted to ideological speculation of Neo-confucianism presents that his educational thoughts do not incline toward normative value consciousness of moral philosophy-Neo-confucianism.
Thirdly, he has practical academic trend. He gave priority to human affairs(over the principle of heaven, and put emphasis on practicality for deciding issues brought out from human affairs. He is connected with the realist ideology at the beginning of the 17th century at this point, and his educational thoughts that presents his realist thoughts sprouted from moral science showed distinctive characteristics within academic development of Toigye Academic Community. This aspect can be considered as the clearest expression of his view on the time

참고자료

· 없음