율곡(栗谷)의 인성교육론(人性敎育論)(1)— 주로 격몽요결(擊蒙要訣)을 중심으로 —

Abstract

Yulgok was born in Ojukheon located in Jukhyeondong, Gangreung-si, Gangwon Province in December 26 of the reign year 31 of Jungjong(1536 AD). His father was Yi Won-su of Deoksu Yi family and his mother was Saimdang of Pyeongsan Sin family. Yulgok was born after his mother had a dream of dragon and that is why his youth name was Yi Hyeon-ryong(dragon). He was outstanding genius as early as he was 3-year old. He received the nickname blanket son of filial piety because he was a 5-year old boy of filial piety. He became a symbol of Korean personality for his whole life with filial piety. In 1548, Yulgok passed the civil exam with top score when he was 13 years old in the provincial level. He passed national level civil exam with top score at the age of 29 98th reign year of Seonjo) and started his bureaucratic career as the 11th rank official of the Ministry of Public Works. At the age of 40 he became the third rank official of the top rank bureaucrats. During this time, his scholarly achievement reached a level of maturity. He compiled the study of Confucianism in December of that year. He also published Seonghakjipyo(Essence of Confucianism) with his philosophical point of view and recommended it to Seonjo to use it as a philosophical foundation of the governance. In 1576 he built his house Cheonggyedang at Seokdam, Haeju to live with his family after retirement. Many young men came to learn from Yulgok there. For them Yulgok prepared textbooks to provide directions and determination for them. The name of the textbook was Gyeokmongyugyeol and main contents of the book are ways to set up sound mind, tasks, filial piety, manners and so on. In this study discusses on the theory on determination of Yulgok first since this part was the most well organized one to learn Yulgok’s theory of youth education to know about correct direction for the personality education. Setting up the aim must be most important. It would help to restructuring the contemporary education policy that lost the direction for the personality education. In addition, it would help the adaptation of personality education in the school curriculums by opening the dialogue on Korean personality education.