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문현상 한국국민윤리학회 1988 倫理硏究 Vol.26 No.1
This paper suggests that we are able to receive the education which are based on the mo rality. Educational thought of Hsun-Tzu, therefore, give us a lot of suggestions for our education today. Hsun-Tzu was a Confucian scholar who had followed after the thought of Confucius with objective, experimental and realistic views. Hsun-Tzu contended the ethical view that we, human beings, are evil by nature against the thought of Mencius, humanism. Since we, human beings have the possible faculty for good, Hsun-Tzu believed that we were able to make ourselves educate for eminent human beings through the recitation of the Confucian classics and the enlightenment of a decorum, and he also believed that everyone were able to become a clever king. Since a human being is evil by nature, and since Hsun-Tzu doubted that individual human beings seemed to be an animal without the education and seemed to take place the confusion by a struggle in a society, he suggested that it would be unquestionably necessary for us to receive the education. He also maintained the education for a realistic self-development regarding as of great importance as to a morality, especially, a decorum, and a justice. Since the most effective is a learning through a good teacher, though a learning is performed by a decorum, Hsun-Tzu claimed that an eminent teacher, from whom we are able to learn the knowledge during a whole life, and an educational environment are very important factors in the education. It is said that Hsun-Tzu took a possible evil which the human has for the evil of the human nature, although the educational thought of him was a very realistic and reasonable idea. Politics, not humanity and justice, was justified and the stimulus for the fulfilment motivation became an utilitarian education because he overemphasized a decorum for the maintenance of the social order. Even though there was the high value of his suggestion about the theory of an educational environment that he seemed to ignore the limitation of a human ability and the individual difference by nature, mayn comments are given toward him. We misunderstood the educational thought of Hsun-Tzu as an anti-Confusianism from the subjectivists of rationalism for great many years, however, his thought gives us a new value with re-illumination for the reconsideration of Korean Confusianism today. In conclusion, when we consider the education as a moral undertaking, the study as to the educational thought of Hsun-Tzu is furthermore to go on with our more attention.
文現相 朝鮮大學校 社會科學硏究所 1988 社會科學硏究 Vol.11 No.-
Modern industrial Society which has been achieved by rapid development of scientific techniques offered all of us great advantages, but, on the other side, it brought many threatening problems such as the destruction of value system, etc …… Especially, in Korean historical circumstances, the repeated chaos after the restoration of independece in 1945, the plunder of western civilization and the ambitious plan of economic development have widely destroyed Korean traditional moral order. The result was the void or disorder of value judgment, and Korea finally came to experience the state of anarchy in morality. To solve these problems, our education, restricted in acquiring skills and knowledge should have been reexamined and explore new direction for the establishment of new moral code through moral education and human education. The new sense of value in modern industrial society should be directed to the respect of human beings in connection with Korean peculier surroundings and should be developed through the harmony with the opposite values and relative values. Moral education should build up rational moral confidence with the habit of realizing it, and the social atmosphere that good and sincere men lead a happy life.