원불교 학력고시법(學力考試法) 고찰 (A Study on the Assessment Method of the Level of Study and Practice in Won-Buddhism)

서지정보

· 발행기관 : 원광대학교 종교문제연구소
· 수록지 정보 : 韓國宗敎 / 47권 / 45 ~ 82페이지
· 저자명 : 장진영

초록

원불교는 일찍부터 전통 불가의 동·하선(冬夏禪) 체제와 근대교육적 요소를 결합하여 마음공부의 훈련과정과 평가제도를 마련하였다. 학력고시법은 1925년에는 훈련법, 학위등급법과 같은 해 제정되었는데, 수양·연구·취사의 삼과(三科)에 대한 공부인의 훈련성적을 고시(考試)하는 것이다. 학력고시는 공부인(입선인)의 실력을 객관적으로 알려줌과 동시에 그 결과가 학위등급에 귀결되도록 한다. 이후 학력고시법은 1932년 『육대요령』의 「학력고시편」에 원칙이 밝혀졌으며, 이후 『회보』 제8호와 제60호에 게재된 「예비학력고시법」, 그리고 『불법연구회 회규』(1942)의 「행해법계(行解法階)」를 통해 계승되었다. 해방 이후 학력고시법은 훈련평가를 위한 제도의 역할은 축소되고 법위향상(승급)을 위한 제도로서 법위사정의 보조적 역할을 주로 담당하게 되었다. 이를 개선하기 위해 법강항마위 이하 등급의 정기훈련 기간 확대 및 훈련평가제도의 정비 및 강화가 필요하다. 이를 통해 훈련법과 학위등급(법위등급)의 매개적 역할과 훈련평가제도로서 학력고시의 본래 역할을 회복하여 훈련에 참여한 공부인의 실력을 객관적으로 평가함과 동시에 지도인의 자격이 법위등급을 통해 제대로 제시될 수 있도록 제도적 개선이 요청된다.

영어초록

The training course and evaluation system of Won-Buddhist mind practice was established by accepting the advantages of modern educational elements and combining them with the retreat system during summer and winter that originates from traditional Buddhism.
The Assessment Method of the Level of Study and Practice was enacted in 1925, that is in the same year as the method of training and the method of stages of practice status. The Assessment Method of the Level of Study and Practice seeks to examine the training achievements in the three subjects of Cultivation, Inquiry and Choice. The Assessment of the Level of Study and Practice was designed to appraise a practitioner’s ability in an objective manner and to ensure that the results belonged to the stages of practice status.
Later, the Assessment Method of the Level of Study and Practice was included in the Yukdae-yoryŏng (Six Great Essential Main Principles) published in 1932, and was later followed by the Assessment Method of Preliminary Level of Study and Practice and the Dharma Grade of Action and Wisdom.
After liberation from Japan, the Assessment Method of the Level of Study and Practice reduced the role of the system for training evaluation and took the auxiliary role for the advancement of the dharma status. In order to improve this, it is necessary to expand the period of fixed-term training and to re-arrange and reinforce the training evaluation system. This will restore the mediating role between the training method and the stages of practice status (or stages of dharma status), and the original role of the Assessment of the Level of Study and Practice as the training evaluation system. As a result, we can objectively evaluate the ability of a practitioner participating in training and clearly specify the qualifications of a leader through the stages of dharma status.

참고자료

· 없음