담헌 홍대용의 연행 중 교우활동과 교육적 의의

다국어 초록 (Multilingual Abstract)

Educational innovation has been changed on the basis of the nation’s interest. The teacher has taught and the student has learned what the nation chooses as value. Under this kind of system, the relationship between the teacher and the student is only one-sided. Though the student can ask questions to the teacher, mostly the teacher teaches the knowledge to the students. And the teachercentered education has been criticised. These days the student-centered education has been emphasized. For student-centered education, the school system that is focused on the teacher-student relation is needed.
We take a look the fellowship among the students for the change. We can think the fellowship as students’ play at breaktime or students’ act after class. But in a broad sense we can regard student’s interaction with their friends helping their understanding in the class as fellowship. Learning from the friend may cause better understanding than learning from the teacher. Consequently, in this research, we consider the educational significance of the fellowship.
Hong Dae-yong is one example of the fellowship who is a realist in the Joseon Dynasty period in 18C and the leader of Buk-hak School(北學派). He went to China as a diplomat with his uncle, Hong Yeuk. We can notice that he was more interested in making friends with Um Sung(嚴省), Ban Jung-kyun(潘庭均), Yuk Bee(陸飛) from Hangzhou(杭州) than looking Chinese Culture and Customs through his writing「Eul-Byung Yeonhaenglok(乙丙燕行錄)」. They met several times within a month and discussed many subjects from their study to history, Jujahak (朱子學), Yangmyunghk(陽明學), astronomy, math, music, the Public Service Examination(科擧), character(人格), etc. with letters. They kept in touch with each other by letters even Dam-heon(湛軒) Hong Dae-yong came back to Joseon. Through these fellowship they could understand each other and develop their thought.
In the former system similar to school like Seonggyun-gwan(成均館), Seowon(書院), Seodang(書堂), the teacher leaded the student and only focused Jujahak, so it was difficult to make the diversity of thought. Hong Dae-yong gave the influence on the other realists like Yeon-am(燕巖) Pak Ji-won(朴趾源), ChoJung(楚亭) Pak Je-ga(朴齊家), Chung-Jang-kwang(靑莊館) Yi Deok-mu(李德懋). Fellowship was not limited by place. We can make it wherever we want. In conclusion, we need to think about the change of school system from teacher-centered education to voluntary school system which is focused on the fellowship.

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