새 자료를 통해본 다산의 문답형 제자 강학 = A study on the Tasan`s interrogatory method of teaching by newly found materials

다국어 초록 (Multilingual Abstract)

This paper examines the nature and results of the question and answer pedagogy employed by Tasan Chong Yag-yong(1762～1836) in educating his students in debate during the period of his exile to Kangjin (1801～ 1818). As a pedagogical method, debate proceeds from question and answer to argument in order to construct a two-way process of education in which both teacher and student are invested. In Tasan’s case, the entire process of his sustained interrogation of students, along with their replies, was recorded. Upon investigating these records further, we find that Tasan emphasized this dialogic pedagogy in order to meld his scholarly inquiry with his educational activities. We find in the Yoyudang chonso [Revised Complete Works of the Yo yudang] four types of these dialogic pedagogical materials, along with one type in the Sohak chugwan mundap [Dialogues on Stringing the Pearls of the Elementary Learning]. Indeed, this question and answer pedagogy was the most heavily emphasized portion of Tasan’s introductory course of study, as the process of working through these multilayered and complex problems together proved to be a highly efficient educational practice. Tasan would first ask his students to question him on difficult points or matters that they were having trouble thinking through, and in answering them would reevaluate his own argumentation while at once increasing student comprehension. After completing his Sohak chugwan [Stringing the Pearls of the Elementary Learning] - a textbook on the Sohak [Elementary Learning] - Tasan instructed his student Yun Chong-sam to scrutinize the work and produce a set of questions; his answers to these he compiled in the Sohak chugwan mundap [Dialogues on Stringing the Pearls of the Elementary Learning]. These dialogues took the content of the textbook one step further while at the same time functioning as a useful supplementary text. They also serve as an example of Tasan’s active and highly motivated educational program, within which his question and answer pedagogy held an important place. His Choryo mundap [Dialogues on the Extracted Essentials] was another example - it was Tasan’s carefully planned division and assignment to his students of parts of the Sang’ui choryo [Extracted Essentials of Funerary Ceremonies] that he was compiling that gave rise to the work. In taking part in this question and answer learning, questioners were not simply passive learners, but rather, active collaborators in research and scholarship. In ensuring that even a single question could develop into a discourse, questioners trained in the proper modes of scholarship and inquiry. Moreover, in the process of their teacher’s working to provide clearly reasoned answers that both drew upon textual authority and cleared up doubts, students acquired sophisticated scholarly skill and know-how. Tasan’s dialogic pedagogy proved an efficient means of cultivating students’ abilities to solve problems through debate and argument while at once inviting them to come to conclusions of their own. According to the needs of the student or problem at hand, Tasan made use of not just written and oral debate, but also debates pitting one student against either a single peer or even an entire group. No matter what the case, however, study was always a two-way process. In this way, students improved in their abilities both to pose questions and to grapple with them. They gained facility with scholarly methodology while at once cementing the foundations of their own learning.

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