노년의 잘삶을 위한 유가(儒家) ‘분노’관의 교육적 접근 : 사서(四書)를 중심으로

Abstract

This paper is designed to review Confucianism’s views on anger and thereby to explore educational alternatives that contribute to the wellbeing of the aged in an aging society. Confucianism does not specify whether emotions themselves including anger are good or bad. According thereto, neutrality (中) means a state where emotions are not exposed while harmony (和) signifies a state where they are exposed but well-controlled. Confucianism acknowledges that humans are naturally affected by emotions. However, it sees that humans are often mentally ill-balanced and thereby fail to control their emotions in the process of forming relationships with others in their daily lives. Likewise, not only anger but also other emotions are deemed to be meaningful in the context of social relationships. Against this backdrop, Confucianism notes that anger may not be effectively controlled and subsequently have negative effects on social relationships and communities. It explains that self-discipline is very important in making others feel comfortable and in preserving communities. As shown by Confucius’ autobiographical narratives, lifelong mental training is required to prevent external circumstances from breaking mental balance and to effectively control anger. Confucianism stresses that decorum is required to maintain mental balance and to set up peaceful relationships with others. It also emphasizes that humans should make every effort to cultivate themselves morally, to correct their mindsets, and to control their desires. Such teachings have significant implications on modern education. School education should highlight decorum in a substantial way, thereby providing opportunities for students to put the teachings in practice in their daily lives. They should also be educated to reflect on their minds in the process of establishing relationships with others and to realize that their anger may negatively affect their neighbors and communities. Above all, such endeavors should be continuously made even after school age, consistently offering education to enable students to apply such principles and ideas in real life situations. Only when this is ensured, will decorum be naturally exposed in daily lives, thereby helping the elderly enjoy more fruitful and mature lives in terms of character building.