조선시대 서당교육과정에서 바라본 『동몽선습(童蒙先習)』의 의미

Abstract

This article noted the fact that Children’s First Learning(童蒙先習), written by Park Se-moo, had been highlighted as a central textbook in the curriculum for children since the book appeared. The curriculum for the children in 'local elementary schools(書堂)' is based on the Chu Hsi’s educational principle of Lesser Learning(小學)-Great Learning(大學). Nevertheless, why did Children’s First Learning, written by Koreans, become a major textbook instead of Essential Knowledge for Children(童蒙須知), written by Chu Hsi? This article sought to find the answer to the question. Essential Knowledge for Children was such a beginner's book about Confucianism that it was difficult to connect directly with Learning for Minors(小學). However, the Children’s First Learning was a book that played a sufficient role as a textbook linking Thousand-Character Classic(千字文) and Learning for Minors. First of all, the Children’s First Learning had a structure that began with ‘five human relationships(五倫)’ and ended with history. In other words, the book took the structure of Classical Learning(經學)-historical Learning(史學). Secondly, Children’s First Learning was organized to present the core concepts of self-discipline systematically and repeatedly, facilitating the acquisition of those concepts by children. In particular, the textbook presented Korean history, which allowed children to develop more realistic and concrete historical insights. These aspects were conditions that led the Confucian scholars in Joseon to agree that Children’s First Learning was more suitable textbooks than Essential Knowledge for Children in the curriculum for children.