봉우 권태훈의 유학사상 연구- 수교론(垂敎論)을 중심으로 -

Abstract

This paper puts an in-depth study on the Confucianism of Bongwoo Kwon Taehun who was a contemporary Confucian scholar from Chungcheong area and his educational activities in reality and practice theory based on the pedagogical philosophy according to the systematic logic of the Confucian theory. The pedagogical philosophy of Bongwoo contains the fundamental spirit of the Confucian ideology in that it affirms the possibility of change through human education and training. Besides, it is also characterized by faithfully following Platon’s King of philosophy in Confucianism, behavioral norm, co-perfection of self-cultivating, and people-governing and pedagogical theory but expressing a more feasible, realistic, subjective, and sophisticated method of pedagogy with his own perspective. In addition, the logic of status and culture theory presented by this pedagogical philosophy, the behavioral outcome in Taoism, trustful fairness theory have continued to be taught by Confucius and Mencius and their practice methods such as conducting behaviors and constantly working hard method respecting the original practice spirit of Confucianism and this implies that it embraces systematic and consistent philosophical logic Although he had been through the extremely challenging modern reality of Korea such as the enlightenment era, Japanese colonial period, and Korean War, he had been involved with various activities like establishing of local elementary schools, educational committees, and judo associations. His participation in independence movements had revealed his practice of fidelity and indicated that he was not a scholar dominated by Confucian classics but an academic scholar pursuing practice theory. Above all, the ideology and orientation of the pedagogical philosophy of Bongwoo are aimed at the unity of materials and morality of the Hongik Human philosophy and great harmony of the world peace which is in line with the ultimate purpose of realizing the Confucian philosophy ideal. In other words, his direction of pedagogical philosophy is looking for its consequences in the great harmony inf Confucianism and resolving the materialism and ills of technological development in the 21stcentury, and unifying Eastern psychiatryt or ealize worldpeace. It has agreat significance as a modern Confucianism as well.