韓國敎育思想史를 통해 본 현대교육의 당면과제

Abstract

Filial piety is Korea’s traditional thought since the ancient time. The Three Kingdoms period inherited this traditional thought. With this traditional thought as a foundation, Goguryo’s Taehak and Baikje’s Taehak taught the Five Classics of Confucianism. The curriculum emphasized the Study of Benevolence and the Study of Filial Piety in the Five Classics of Confucianism to educate the students to learn li and chi as one that consolidate the thought of Korean filial piety. Silla’s Gukhak emphasized the study of benevolence and filial piety making the studies of Analects and Book of Filial Piety as the general requirements by the government. Goryo’s national college Gukjagam also inherited this tradition while adopting the thought of filial piety of Yuan Dynasty. During Joseon Dynasty, the Book of Elementary Education replaced the Book of Filial Piety as a national requirement because of the boom of the study of Chu Hsi. Family Rituals of Chu Hsi became a part of everyday life and the foundation for the study of Chu Hsi was well established. As the national educational institutions, Seongyunguan in the capital educated the Four Books of Ancient China and Five Books of Confucianism while Four Colleges in the capital and Hyanggyo in the regions educated the study of Confucian classics. The study of benevolence and filial piety became so important and it became a world standard. King Sejong the Great published and circulated the Diagram for the Three Bonds to make political and educational aims as one with the ideas of filial piety, loyalty and devotion. During the era of Jeongjo, he communicated with people as a policy of consolidation with the publication of the Diagram for the Moral Rules to Govern the Five Human Relationship. Korea faces the crisis with confusion caused by the destruction of the substance of education from the total collapse of filial piety that is the framework of Korean traditional educational thought since the modern period, which is the time that the Western educational thoughts were adopted with criticism. The crisis in education causes the total crisis in government policy. Finally, the Law of the Headship of Family revised in 2005 in a wrong way to make the moral system unreliable. On August 3, 2007, the “Law Related to Encourage and Support Filial Piety” promulgated and the Governor of Chungnam Province promulgated the “Ordinance Related to Encourage and Support Filial Piety in Chungnam” in July 20, 2008. This trend continues to spread out to all the regional and local governments. The codification clarifies that all preschools, elementary schools, junior‐high schools and high schools must educate the subject of filial piety as well as the continuing education. Korean education needs to shift the paradigm with revitalizing its substance to make this change as the stepping stone.