장자사상에서 ‘관용’의 성격과 도덕교육에의 적용

Abstract

Even though the idea of 'Tolerance' born in Western society was a tolerance of religious form, it has become a basic virtue in democratic civic societies. The Western idea is different from the idea of tolerance born in Eastern society where historical forces were different. In this thesis, I examine the problem of 'Tolerance' from an Eastern background. This thesis looks at the concepts of 'Korean traditional ethics, the value of globalization and the harmony and balance of virtue' in Korea's seventh national education curriculum. I try new interpretations of meaning and examine the basis and necessity for 'Tolerance' as the universal value through examining social and cultural foundations of Oriental thought. The Oriental idea of 'Tolerance' having different non religious origins has better potential for developing the universal tolerance demanded by a world groping for success in a globalized environment. Though there are many sources of thought about tolerance in Oriental society, this thesis will consider the idea as found in the thought of Chinese Taoist philosopher, Zhuang-Tzu(4th century B.C.E), because many of the notions of tolerance found in Zhuang-Tzu's thought, though uniquely Oriental, have universal value. Three elements common in the thought of Zhuang-Tzu are 'self-awareness or self-reflection(見獨)', 'essence of nature(道樞)', and 'emptiness(虛)'. These elements represent the special harmonious quality of Zhuang-Tzu's thought. 'Self-awareness,' 'essence of nature' and 'emptiness' is a way of helping students gain understanding of the concept of 'Oriental Tolerance.' A 'Tolerance Game', based on the above three factors, is proposed as a method that introduces an emotional factor. Too often, moral education proceeds as a purely intellectual exercise. This is a limitation. Using a game to teach the idea of 'Oriental Tolerance' introduces an emotional element necessary for memorable learning. In summary, the idea of Oriental tolerance can serve well as a universal value in a globalized economy. The teaching of Oriental tolerance must combine emotional and intellectual elements. When cognitive and emotional factors are integrated through a game, the result will be that students learn respect, generosity and develop consideration for others that is both cognitive and emotional in nature making it more memorable and practical.