우리 고유의 國學을 계승한 공자의 효사상과 인성교육의 정향(2)

Abstract

It is remarkable in human civilization that Korea was the first to open the door for writing history and established the national tradition. Hwanguk(7,197-3,897 B.C.) established by Heavenly Emperor Hanin lasted 7 generations in 3,301 years. It was inherited by Heavenly Emperor Hwanung who established Baidalguk. Heavenly Emperor Hwanin provided ‘Five Lessons of Hwanin’ and the third Lesson was Order in Filial Piety, which is the oldest written material in human history. The firth Lesson was the thought of benevolence. Heavenly Emperor Hanung who established Baidalguk continued the tradition with ‘Six Lessons of Hanung’ and made it as a national education policy for 1,565 years from 3,897 to 2,333 B.C.. The tradition continued by the Old Joseon(2,333-5380B.C.) by Emperor Dangun Wanggeom for 47 generations in 2,096 years. It already mentioned that filial piety education was a national policy. The study of filial piety was the national studies at that time. They are the three sagas and world famous education thinker Confucius fundamentally inherited the thoughts of three sagas and compiled Confucianism. After wondering the world Confucius emphasized the education in his later life and systemized six books of Confucianism. It is important to notice that the core of 6 books of Confucianism is benevolence-filial piety. Confucian Studies is study of benevolence-filial piety. The Chinese continent belonged to Korea, but later, concentrated in the Korean peninsula. So, Korea officially adopted Confucianism at the second reign year of Kong Sosurim of Goguryeo according to the document. At the time of adoption, Goguryeo established Taehak and the 5 books of Confucianism were the basic textbooks. It was the prime purpose that the Goguryeo recognized the fact that the core of 5 books of Confucianism was benevolence-filial piety. Confucius study of benevolence-filial piety that did not lost the balance although the Three Kingdoms practiced slightly different, Neo-Confucianism was introduced to Korea at the late Goryeo Kingdom. It was settled during the Joseon Dynasty and became the main frame of the Korean Studies. Although there were some problems with Korean national identity and tradition, the foundation of Confucian studies was solid. The public and private educational institute both emphasized the study of benevolence–filial piety. At the later part of Joseon Dynasty the strong impact of western intrusion destroyed the root of Korean Studies of benevolence-filial piety. The Adoption of the west-oriented thoughts of education without criticism caused the destruction of personality education in contemporary education. As the reform in comtemporary education that lost the elements of education is required badly, the author strongly request that the Congress must restore and accept the Confucius education of benevolence-filial piety by recovering the root and principle of personality education at the time of enforcing the Act on Promoting Personality Education. The aim of this study is to make people to recognize that task is the recovering the personality education that faces the most urgent crisis and to enforce it as a national policy. This study becomes the second effort to insist the fact following the first study by studying Confucius education of benevolence-filial piety.