栗谷 교육관에 있어서의 儒家的 思惟의 수용과 발전 - 『擊蒙要訣』을 중심으로

Abstract

As reviewed above, in the central axis of the view of education of Yulgok , there is the process of study by reading. Yulgok had the view of education based on Lizhi(立志) and good nature principle and had the active will of education, and had the view of education for the purpose of building up one’s character and developing one’s quality of study and the big frame of Quongli(窮理). This view of education is based on the thinking that study is achieved from reading the books written in the list of books of Confucian, and this point of view of Yulgok imply the amount how the personality education in young age was important in the Joseon dynasty’s history of education. Yulgok fundamentally thought the education not the simple process of learning knowledge but the cultivation of one’s heart and body. Jujing(居敬) which is also the ultimate target of Yulgok’s view of education fundamentally exists for boosting basic virtue required for being a good man. Meanwhile, in his point of view, children’s will to set an aim in life is crucial for education and learning is some part of active process of self-discipline. As his view of education is developed by accepting Zhuzi(朱 子)’s thinking represented by Songru(宋儒), there is no fundamental difference between them. If we catch some differences, we can say that while Zhuzi noted the aspects of personality for Jujing, Yulgok noted the aspects of real behaving and wanted to find the answer of reading theory and educating theory through confucian scriptures. Going one step forward from this reading theory, he regarded a study as important and put emphasis on personality education which holds the way of thinking to live like a human being and expressed his thinking that it is possible to boost the talent required for being a saint by an education. Of course, as confirmed from his reading list, though it is true that there is some aspects saying he put an emphasis on the patriarchal society based on the moral sense rooted in feudal society, setting the direction of education through his view of reading which aims the real action for building an upright character is not simply the purpose for the acquisition of knowledge.