양명심학을 통해 본 돌봄과 치유의 효 인성교육

Abstract

This paper starts from the question whether the criticism of the filial piety (孝) - which is one of the most important values and virtues of ‘The Humanity Education Promotion Act’ - as nothing but an old-fashioned and vertical value not suitable with our modern society, a virtue unilaterally indoctrinated and unable to ensure the liberty and the practicability, is appropriate or not. And then it considers the thought on filial piety in Yangming’s philosophy of mind, and methods to educate the filial piety humanly. In the second part, the author regards the life of Wang Yangming, the relationship with the filial piety and the content relating to the filial piety in his work “Introduction for Practical Living”. In the third part, the author considers that the filial piety in Yangming’s philosophy of mind is not an evident moral principle but a genuine heart, a feeling to self-manifest naturally and to practice the filial piety. In the fourth part, the author sees that the filial piety to parents is not something like duty or repayment, but a positive practical action of the innate knowledge (良知) to take care and provide the cure for parents as a subject of sympathy and sensitivity to pain. In the fifth part, the author tries to clarify that the filial piety that Yangming thought does not only stop at the love and care and cure for one’s parents, but becomes the root of love and care and cure for all being things, as ‘the benevolence for people’(仁民) and ‘the love for things’(愛物). In the sixth part, the author studies the methods for the humanity education about filial piety. In Yangming’s philosophy of mind, every one has innately the capacity and inherent nature to do the filial piety to parents, as well as take care and love for other people and things in the nature. Thus Yangming’s philosophy of mind is opposed to the inculcated and learn-by-rote education about filial piety, as well as the vertical, passive, heteronomous education in which teachers unilaterally reclaim students. Conversely, it is necessary to have a form of autonomous and active humanity education that helps the students be aware by themselves of their own innate knowledge, recognize the necessity and the way to practice that innate knowledge and then practice it by themselves. That issue is considered in two specific aspects, namely ‘humanity education about filial piety as a self-reflection and elimination of the egoistic individual desires’ and ‘humanity education about filial piety as a unity of knowledge and action’. It is necessary to find out a new way for the humanity education relying on the humanity education about the filial piety which improves the autonomy, activity and practicability based on the self-reflection and the new comprehension of the filial piety as the care and cure in Yangming’s philosophy of mind, escaping from the existing negative knowledge about filial piety.