성선(性善)에 기초한 맹자(孟子)의 교육관 비판

Abstract

This study aims to critically analyze the limitation of education based on the Mencius’ theory of the innate goodness of human nature. In Confucianism, education contributes to the restoration of human relationships and the continuous maintenance of social order in daily life by revealing human qualities in the moral aspect. Mencius made it the aim of education to follow inner morality based on the innate goodness of human nature and reveal humanity through self-discipline. That is, the aim of education was to expand virtue through his moral recognition, and based on it, concretely acquire the Oryun (five moral rules governing five human relations), and apply them to human life. This has the meaning of guaranteeing not only the completion of the individual as a moral human being but also the ethical order of society. Moral recognition and self-discipline based on the theory of the innate goodness of human nature pursued ‘Wangdo' [just rule of kings](王道) in a political aspect. Wangdo represented: 1) morality of a king; 2) economic stability through the policies supporting people; 3) recruitment of proficient officials; 4) imposition of appropriate taxation; and 5) stipulating moral reform to the people. Specifically, Wangdo suggests social division of labor called Bungong (分功). Regardless of applicability to realities, Wangdo was derived from strong ethical morals and historical consciousness. While it contained abundant content that can be meaningful even in modern society, it also has limitations in contemporary society that could be viewed as an unrealistic idealism at that time. Mencius' view on education is based on the theory that the innate goodness of human nature is a theoretical assumption for the realization of personally and socially desirable human models. However, it contains essential contradictions that cannot be resolved with the theory. Considering human desires and the spirit of the times, it is necessary to re-examine and critically recognize the traditional view of education, and newly understand it.