근대 수신 교과서를 통해 살펴본 ‘도덕과 교육’의 연속성 -『윤리학 교과서』와 『고등 소학수신서』를 중심으로-

Abstract

The purpose of the study is to look in the problem of continuity between the self-cultivation curriculum in the modern enlightenment era and moral education of today. Upon the end of the period that the object of education was self-cultivation and training, the era of enlightenment categorized them as the self-cultivation curriculum in accordance with a reorganization of the school system. Through certain type of change, the self-cultivation curriculum eventually carried some sense of significance as one whole course of study. Despite the fact, any research on how the self-cultivation curriculum has been connected to the moral education of today has never been conducted. Taking this into consideration, the study investigated the reality of the self-cultivation curriculum of the time by going over how the course has been treated at national schools, public schools, and private schools, from the first establishment of HakmuAhmun in 1894 to Japan-Korea Treat of 1910. Afterwards, by selecting two modern textbooks of the self-cultivation, the study looked into the organization and contents of them in order to seek ways to connect the self-cultivation curriculum of the past with the moral education of today. The enlightenment era was not a good time for all of the schools. There were more occasions when the course of study including the self-cultivation curriculum was not properly performed and the course was actually lack of theoretical basis. However, regardless of its relatively weak theory and practicality compared to the moral education of today, the self-cultivation curriculum of the time has status and content good enough to be discussed over regarding the continuity between the moral education of today. The study will prove the fact from three aspects, which are first, the method of living territory expansion and the value-added relation extension, second, the interdisciplinary approach, and third, the aspect of awareness and integration toward cognitive domain․affective domain․behavioral domain.