고구려의 경학사상과 인성교육정책

다국어 초록 (Multilingual Abstract)

Confucianism is the teaching ideas developed around Confucius(B,C.552-479) by inheriting Inhyo(仁孝), the core of our own thought. However, it is the second year of King Sosurim(소수림, 372) that the study abroad is introduced to Goguryeo, which means that the education system of Taehak(太學) in China was established in the center of Goguryeo, which resulted in the education of Kyunghak centered on Ohgyeong(五經).
The contents of education were not seen in the Samguksagi(三國史記), and in the Gudangseo(舊唐書), there were Ohgyeong, Sagi(史記), Hanseo(漢書), Huhanseo(後漢書), Jinchunchu(晉春秋), Okpyeon(玉篇), Jatong(字統), and Jarim(字林) and the Moonseon(文選) were emphasized. The contents of education at this time were the Kyunghak centered on the Kyunghak, the history and the literature are the core subjects, but the most important one was the Kyunghak centered on the Ohgyeong.
The main contents of the education were Kyunghak, Sahak(史學), and Literary and they were able to acquire Chinese characters and Chinese characters. The characteristics of this study were that even the poor children such as the very poor village or Baekjeong(白丁) were allowed to enter the school, so they were allowed to study Confucian scriptures and practice archery. In short, in Taehak and Gyeongdang(扃堂) of Goguryeo, Confucian scriptures were focused on Confucianism.
This led to the realization of Confucius's In(仁) thought and Hyo(孝) education culture as well as the value of human life that Confucius values in Confucian scriptures, which allowed Confucianism to melt into life. The education of Goguryeo focused on the character education policy through Inhyo (仁孝) as a national policy, because the problem of character education is serious in Korea because it accepted Western education without criticism.
Koreans have already lived in Confucianism and should find solutions in scriptures. In the reality without our traditional education spirit, a transformation of personality education policy is needed.