敎科와 實在

다국어 초록 (Multilingual Abstract)

The philosophical interest in the Reality reflects a concern for the spiritually good life and accordingly for education as the way leading thereto. In this connection, the definition of school subjects can be stated in a propositional form : the school subjects are intellectual manifestations of the Reality, and learning of the school subjects is the way toward an encounter with the Reality.
The Reality can be understood in the light of what may be called the twofold structure of the world (or the mind) , such as most succinctly exemplified in the Buddhist conception of the Suchness〔眞如〕and the World of Change〔生滅界〕, in which the upper layer consist s of the unmanifested standard of the lower layer, and as such contains the whole world of manifested appearance without its characteristic distinction between the myriad of things and between world and mind. As implied both in the Kantian philosophy and the Neo-Confucianist theory of mind, the Reality in this sense constitutes the logical presupposition of knowledge comprising the school subjects, which work toward awakening in the mind of the students the belief in, and the longing for, the Reality as the ultimate source of values.
It must be stressed, however, that the Reality, by virtue of being unmanifested, is not an object for anyone to encounter , but a negative standard that makes us aware of our own deficiencies as human beings. In terms of the aim of education, therefore, the encounter with the Reality can only mean that by learning school subjects we are imbued with such humility as can be acquired only through good education.