茶山 丁若鏞의 敎育思想硏究 = (A) Study on the Tasan, Jung Yak-Yong's educational thoughts

다국어 초록 (Multilingual Abstract)

Tasan Jung, Yak Yong(1762-1386) have achieved a synthesis of 'the thoughts of practical science(實學思想)' in the latter of 'Chosun Dynasty(朝鮮)' with analyzing the process of change for 'Chosun society', in detail economy, society, culture, education, etc from the close of the 18th to the 19th.
His theory means emphasis recovering of origination by Confucianism and innovation to the thoughts of modernization, linking with 'The study of self-cultivation and good government(修己治人之學) and 'practical science(實學)' which head for basic meaning of the scripture. Therefore, in a field of education, he stressed the dignity of human being and an actual state on the ground of actuality.
And Tasan's thought is, inwardly to recover the orthodoxy of national culture in the various territory for example, history, geography, custom, education, etc. which were imbued with 'Sinn-centrism(中華主義)`, outwardly to pursuit social economic efficiency as a result of accommodation of Western scientific technology. Dasan insisted that 'National study(國學)' which was commonly called as a national history and a national literature etc should be included in the contents of education, and gave emphasis -to education of arts in order to improve the life getting through scientific-technology. It is very significant that emphasis of 'National study(國學)' is the Tasan's intention to correct understanding of one's fatherland and scientific technology like a education of arts is also emphasis of pragmatist for raising quality of actual life comparing partial educational circumstance in these days.
Tasan spreads his philosophy with critcizing uselessness of 'Sung-Ri-Hak(性理學)' which has been disrupted continuously by unproductive edeology dispute, namely, he has established new understanding of human being as his philosophical and educational basis.
Tasan denied the theory of 'Sung- Ri-Hak(性理學)' which regarded morality as innate disposition and made a point of human being's ethical responsibility taking a serious view of self control of human being's intention. That is to say, Tasan refused 'Ju-Ja-Hak(朱子學)' which human nature has been already fixed naturaly and insisted that the core of morality and mental culture was immanent in each and every person's autonomous will. So, he deemed that the responsibility of activity by one's will also came to conclusion to oneself.
Tasan's educatonal thoughts is with dignity and equality of human being for a basis due to cognition of human being as a self-regulation of himself. At that time, he stressed moral practice through the whole life. and he attempt a stability and a improvement of actual life with realistic pragmatism. This intension means settlement of acting rule in the human relationaship which emphasizes practical reason of humanity and social ethics.
And he believes that the judgement of human being's for virtue and vice starts from 'Humanity(仁)', namely sociality of human beings and concrete contents which called 'Filial piety (孝)', 'Good relationship between brothers and sisters (弟)', 'Affection of parents(慈)' could make attainment a benevolence. These are the core of home and society as the moral foundation for practice of humanity(仁).
Tasan amended vertical human-relationship which originated from 'The three bonds and the five moral rules in human relations(三綱五倫)' and emphasized 'Humanity(仁)' which included meaning of 'Filial piety(孝) · Good relationship between brothers and sisters(弟) · Affection of parents(慈)' as ethics of mutual love toward others.
This is the moral principles of horizontal mutual love, not lobsided and vertical concept but horizontal. Therefore he was convinced that this could play a role of basis of all human relationship(home, society) and could establish national view of ethics correctly.
These upward ethics of 'Filial piety(孝)' · 'Good relationaship between brothers and sisters(弟)' and downward ethics of 'Affection of parents(慈)' which are main theory of 'Self-cultivation and Good gobernment' and democratic equality of horizontal mutual love are the result of western culture. that have greatly affected 18c society.
Tasan had a conclusion that 'Humanity(仁)' which is different from nature can be clarrified by education and practice at 'Sung -Ri-Hak(性理學)'s side. He also emphasized the necessity of education for trainning the ethical practice and character-building. Tasan's educational theory that insist practice of humanity(仁) as antonomous will of 'Filial piety ? Good relationship between brothers and sisters · Affection of parents' should be expanded to humanity and human society can solve the modern ethical problems and should be very important moral basis of education.

목차 (Table of Contents)

• 目次 = ⅰ
• 第1章 序論 = 1
• 第1節 硏究의 目的 = 1
• 第2節 硏究의 範圍와 方法 = 3
• 第2章 茶山思想의 學問的 背景 = 4
• 第1節 社會的 背景와 生涯 = 4
• 第2節 實學의 人間觀과 敎育觀 = 9
• 第3章 茶山의 敎育思想 = 15
• 第1節 實學敎育 = 15
• 第2節 倫理敎育思想 = 20
• 1. 洙泗學的 敎育觀 = 20
• 2. 倫理敎育과 孝·第·慈 = 27
• 第3節 仁의 實踐 = 32
• 第4章 茶山敎育思想의 現代的 意義 = 39
• 第1節 現代敎育의 問題點 = 39
• 第2節 茶山敎育思想의 現代的 意義 = 40
• 第5章 結論 = 43
• 參考文獻 = 46
• ABSTRACT = 49