퇴계교육철학과 현대교육
Philosophy of Education in T'oegye and Modern Education
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This paper is to try analysis, discrimination, and critic of modern education aided by philosophy of education in T’oegye Yi-Hwang(1501 ∼1570). Modern education is paradigm of knowledge, skills and attitudes that is designed for students’learning in the classroom. This mind set of learning has weak point on self-cultivation. In reverse, sage learning of T’oegye’s philosophy is highlighted by learning to be a sage in mindfulness. The cultivation of mind-and-heart in Neo-Confucianism is maintaining mindfulness aimed by nurturing the mind and recovering of the errant mind in everyday life. In conclusion, here-and-now-ness of education is gathered the balanced harmony between modern education paradigm of knowledge/skills/attitudes and sage learning paradigm in T’oegye’s philosophy. Modern teaching-learning as educational system in Korea is not free in deconstruction. Because this system spreads out different direction contrary to Korean tradition of self-cultivation. In this area, T’oegye’s philosophy in 21st century is cultural heritage beyond Korea. In particular, his paradigm of sage leaning is evaluated parallel to modern teaching-learning.
Abstract
This paper is to try analysis, discrimination, and critic of modern education aided by philosophy of education in T’oegye Yi-Hwang(1501 ∼1570). Modern education is paradigm of knowledge, skills and attitudes that is designed for students’learning in the classroom. This mind set of learning has weak point on self-cultivation. In reverse, sage learning of T’oegye’s philosophy is highlighted by learning to be a sage in mindfulness. The cultivation of mind-and-heart in Neo-Confucianism is maintaining mindfulness aimed by nurturing the mind and recovering of the errant mind in everyday life. In conclusion, here-and-now-ness of education is gathered the balanced harmony between modern education paradigm of knowledge/skills/attitudes and sage learning paradigm in T’oegye’s philosophy. Modern teaching-learning as educational system in Korea is not free in deconstruction. Because this system spreads out different direction contrary to Korean tradition of self-cultivation. In this area, T’oegye’s philosophy in 21st century is cultural heritage beyond Korea. In particular, his paradigm of sage leaning is evaluated parallel to modern teaching-learning.
참고문헌 (41)
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