퇴계의 교육론에서 학교의 의미와 성격

Abstract

The purpose of this study is to reveal the characteristics of schools in Toegye's theory of education as an important historical case of school philosophy. Toegye systematically organizes his educational theories in his magnum opus, Seonghaksipdo (聖學十圖; The Ten Diagrams on Sage Learning). In his educational theories mainly presented in “Sohakdo” (小學圖; Diagram of the Elementry Learning) and “Daehakdo” (大學圖; Diagram of the Great Learning), he proposes schools as a means of institutional practice of education through “Baeknokdonggyudo” (白鹿洞規圖; Diagram of Rules of the White Deer Hollow Academy). Therefore, interpreting “Baeknokdonggyudo” in the context of Toegye's educational theoies can lead us to see what kind of characteristics the school presented in Toegye's theory of education has. Toegye presents the realization of li (理; princile), which is inherent in human nature, as the core of education. He differs from the existing Confucian view of humanity in that he secures the transcendental realm of human nature by separating Sadan (四端; Four Beginnings) and Chiljeong (七情; Seven Feelings). He has an educational characteristic in that he structures knowledge and practice around the sentiments of the origin of existence based on this transcendence. The realization of li, which is inherent in humans, is presented as a relationship-centered education through Oryun (五倫; the Five Relationships), and the school exists as an institution to help the realization of li, centering on the relationships that Oryun contain. In conclusion, a school is an institution that realizes an ideal society by forming a common value of realization of li socially, and helping the realization of li, which is inherent in the individual's nature. The results of this study imply that the relationships based on ontology should be at the center of school education, and for relationship-centered education, the fundamental sentiments of human existence should be treated as important in school education.