유학(儒學)의 지행론(知行論)과 초등학교 도덕과 교육과정 − 「2022 개정 교육과정」 초등학교 도덕과 내용 체계의 “범주” 이해를 중심으로 −

Abstract

Confucianism encompasses all the issues of practice that explore and reflect on what morality is and embody it as a moral life. The moral knowledge, judgment, and practice of a wiseman(Junzi; 君子), represented by knowledge and behavior, are carried out in relations with others or society, and this process of moral awareness and practice is moral education. Education for the cultivation of character or virtue results in the smooth social activities of virtuous personalities presented through specific educational activities and processes acquired by a wiseman(Junzi; 君子) in the traditional age. The curriculum of the Department of Morality becomes a standard for consistently practicing moral studies in this era through a public education system. However, the '2022 revised elementary school moral department curriculum' has a complementary aspect to be raised from a principled standpoint, and has an issue that the newly presented "categories" should be classified in consideration of the same level structure as the 'best distinction'. In this study, measures to understand Confucianism's theory of moral knowledge and practice from the perspective of Neo-Confucianism(the Learning of Zhu Xi; 朱子學) through literature research, and based on this, to complement the "categories" newly added to the '2022 revised elementary school moral department curriculum' in terms of Confucianism's theory of moral knowledge and practice were proposed. The theory of moral knowledge and practice of Confucianism shows a principled and typical aspect in relation to the current moral education from the standpoint of the theory of self-cultivation(修養論) that encompasses the theory of learning(工夫論).