Two Neo-Confucian Models of Educating Children: A Comparison between Zhu Xi and Wang Yangming’s Pedagogical Thought
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This article seeks to tease out two disparate models of pedagogy in the neo-Confucian tradition. To that end, I focus on the two founding figures of this tradition, namely, Zhu Xi and Wang Yangming, and see how they articulated their ideas on childhood education, which were based upon their conflicting views on children and their innate moral abilities. From Zhu’s point of view, children have incomplete moral capabilities, as they are unable to distinguish between right and wrong, that is, they lack moral awareness and lack the moral will to put any knowledge they do possess in this regard into action. On the contrary, Wang viewed children as being innately endowed with both these faculties, making them legitimate moral actors in their own right. Based upon these diverging stances, their views on child education tend to differ. Zhu argued that the aim of education is to help children develop moral abilities via repeated learning and practice; thus, I will refer to his views as the inculcation model. Whereas Wang held that early education should help children actualize their innate moral faculties; hence, I will call his stance the actualization model.
Abstract
This article seeks to tease out two disparate models of pedagogy in the neo-Confucian tradition. To that end, I focus on the two founding figures of this tradition, namely, Zhu Xi and Wang Yangming, and see how they articulated their ideas on childhood education, which were based upon their conflicting views on children and their innate moral abilities. From Zhu’s point of view, children have incomplete moral capabilities, as they are unable to distinguish between right and wrong, that is, they lack moral awareness and lack the moral will to put any knowledge they do possess in this regard into action. On the contrary, Wang viewed children as being innately endowed with both these faculties, making them legitimate moral actors in their own right. Based upon these diverging stances, their views on child education tend to differ. Zhu argued that the aim of education is to help children develop moral abilities via repeated learning and practice; thus, I will refer to his views as the inculcation model. Whereas Wang held that early education should help children actualize their innate moral faculties; hence, I will call his stance the actualization model.
참고문헌 (41)
- Bol, Peter K., "Neo-Confucianism in History", pp.197~217 (2008), Harvard University Asia Center
- Ch’oe, Chaemok, "gashiajia y¯omei gaku no tenkai 東アジア陽明學の展開 (The Unfolding of Yangming Learning in East Asia)", pp.23~25 (2006), Perikasha
- Ching, Julia, "To Acquire Wisdom: The Way of Wang Yangming", pp.104~124 (1976), Columbia University Press
- Chu Hsi, "Reflections on Things at Hand: The Neo-Confucian Anthology", pp.260~261 (1967), Columbia University Press
- de Bary, William Theodore, "Neo-Confucian Orthodoxy and the Learning of the Mind-And-Heart" (1981), Columbia University Press
- Gardner, Daniel K, "Confucian Commentary and Chinese Intellectual History", Journal of Asian Studies, 57, pp.397~422 (1998)
- Gu, Ban, "Po Hu T’ung: The Comprehensive Discussions in the White Tiger Hall, vol. 2" (1952), Brill
- Guo, Zhai, "Zhu Xi ji 朱熹集 (Literary Collection of Zhu Xi)", pp.4474~ (1996), Sichuan jiaoyu chubanshe
- Hsiung, Ping-chen, "Confucianism, Chinese History and Society" (2012), World Scientific
- Israel, George L., "The Renaissance of Wang Yangming Studies in the People’s Republic of China", Philosophy East and West, 66, pp.1001~1019 (2016)
- Ivanhoe, Philip J., "Ethics in the Confucian Tradition: The Thought of Mencius and Wang Yangming" (2002), Hackett Publishing
- Ivanhoe, Philip J., "Oneness: East Asian Conceptions of Virtue, Happiness, and How We Are All Connected", pp.13~103 (2017), Oxford University Press
- Kant, Immanuel, "Anthropology, History, and Education", pp.434~485 (2011), Cambridge University Press
- Kelleher, M. Theresa, "Neo-Confucian Education: The Formative Stage", pp.219~251 (1989), University of California Press
- Lai, Chen, "Youwu zhi jing: Wang Yangming zhexue de jingshen (The Boundary of Being and Non-Being: The Spirit of Wang Yangming’s Philosophy)" (2006), Beijing daxue chubanshe
- Langeveld, Martinus Jan, "Phenomenology+Pedagogy, vol. 1" (1983)
- Lee, Pauline, "Two Confucian Theories on Children and Childhood: Commentaries on the Analects and the Mengzi", Dao: A Journal of Comparative Philosophy, 13, pp.528~531 (2014)
- Lee, Thomas H. C., "Kultur: Begriff und wort in China und Japan" (1984), Deitrich Reimer Verlag
- Levering, Bas, "Education and the Kyoto School of Philosophy: Pedagogy for Human Transformation", pp.135~145 (2012), Springer Science+Business Media
- Li, Jingde, "Zhuzi yulei 朱子語類 (Classified Conversations of Master Zhu)" (1999), Zhonghua shuji
- Mencius, "The Works of Mencius", pp.322~ (2010), Pacific Publishing Company
- Metzger, Thomas A., "Escape from Predicament: Neo-Confucianism and China’s Evolving Political Culture", pp.136~161 (1987), Columbia University Press
- Mou, Zongsan, "Xinti yu xingti 心體與性體 (Substance of Mind And Substance Of Human Nature), vol. 1", pp.115~137 (1968), Zhengzhong shuju
- Pangle, Lorraine S., "Virtue Is knowledge: The Moral Foundations of Socratic Political Philosophy", pp.81~130 (2014), University of Chicago Press
- Ramaekers, Stefan, "Encyclopedia of Educational Philosophy and Theory", pp.1235~1236 (2017), Springer
- Rogers, Carl R., "A Way of Being: The Founder of the Human Potential Movement Looks Back on a Distinguished Career", pp.113~263 (1980), Houghton Mifflin Company
- Roth, Klas, "Kant and Education: Interpretations and Commentary", pp.107~151 (2012), Routledge
- Rowlands, Mark, "Can Animals Be Moral?" (2012), Oxford University Press
- Salvatori, Mariolina R., "Pedagogy: Disturbing History, 1820–1930" (2003), University of Pittsburgh Press
- Schwitzgebel, Eric, "Human Nature and Moral Education in Mencius, Xunzi, Hobbes, and Rousseau", History of Philosophy Quarterly, 24, pp.147~ (2007)
- Shu, Jingnan, "Wang Yangming nianpu changbian 王陽明年譜長編 (A Long Edition of the Chronology of Wang Yangming)", pp.1108~1111 (2017), Shanghai guji chubanshe
- Smith, David W., "Husserl", pp.327~339 (2013), Routledge
- Wang, Yangming, "Wangyangming chuanxilu xiangzhu jiping 王陽明傳習錄詳註集評 (Detailed Annotations and Collected Comments on the Instructions for Practical Living)" (1983), Taiwan xuesheng shuju
- Wang, Yangming, "Wang Yangming quanji: xin bianben 王陽明全集: 新編本 (A Complete Anthology of Wang Yangming)" (2010), Zhejiang guji chubanshe
- Wang, Yangming, "Instructions for Practical Living and Other Neo-Confucian Writings" (2017), FB & C
- Williamson, Edmund, "Vocational Counseling: Some Historical, Philosophical, and Theoretical Perspectives", pp.110~211 (1965), McGraw-Hill
- Xu Shen, "Shouwen jiezi 說文解字 (Explaining Graphs and Analyzing Characters)", pp.148~ (1988), Shijie shuju
- Yi, Cheng, "Vol 9 of Erchengji 二程集 (Literary Collection of the Two Cheng Brothers)" (2006), Zhonghua shuju
- Zhu Xi, "Sishu zhangju jizhu 四書章句集注 (The Commentaries on Zhu Xi’s Parsing of, and Commentary on, the Four Books)" (1995), Shanghai gujin chubanshe
- Zhu Xi, "Zhuzi quanshu 朱子全書 (A Complete Collection of the Writings of Master Zhu)", pp.378~ (2002), Shanghai guji chubanshu
- Zhu Xi, "Ercheng yishu 二程遺書 (The Posthumous Records of the Two Cheng Brothers: Cheng Hao and Cheng Yi)" (1992), Shanghai guji chubanshe