栗谷 李珥의 敎育思想 硏究

Abstract

The educational philosophy of the scholar Yulgog YiYi(1536~1584) in the late 16th Century was reviewed in this study focused on his work Hakgyo Mobeom. In the midst of the social disruption such as Ueulsasahwa of 1545 (the first year of the King Myeong Jong's reign), Yulgog established his educational philosophy to support a social reform based on his conviction that a social reform through education was necessary. His educational philosophy shown in Hakgyo Mobeom was systemic and its direction was clear. First, he targeted education to be a means to become a sage and believed that everyone can become a sage through changing one's character. Such educational theory of aspiring to be a sage was influenced by the contemporary Neo-confucian scholars who studied Neo-Confucinism according to Sage Scholarship Theory and tried to apply it to the learning and daily life. Second, Yulgog classified the education process roughly into four phases in Hakgyo Mobeom and described the contents therein. There were the learning for memoire writing, for handling agenda occurring in the family relationship, for maintaining various relations in the village community and ultimately for ruling a country. Such theory of four learning processes copied the education theory of cultivating oneself→ruling the family→ruling the country in the book Daehak and it was a dutiful utilization of the general educational process theory in Neo-Confucinism. Yulgog aspired to disseminate the education to become a sage and at the same time he emphasized service to the country by passing the national exam, hence focusing on the preparation for the national exam. He highlighted the both directions of studying philosophy and preparing for the national exam. He wanted to apply such thinking to the public education which indicates his philosophy of highlighting the public education. It is assumed that he had a strong will to realize his own political philosophy and educational theory in the actual educational site. In his time, the men of means avoided teaching and the local Confucian temple and school became a hotbed for the Yangin class to dodge the military service. However Yulgog did not ignore his duty of teaching and he saw the public education system as an experimental means for realizing his goal. Thus he reviewed various plans for an educational reform through improving the school education. The improvement plans for the school education were as follows: first, strict evaluation on students and consequences thereof; second, selecting teachers carefully, giving them proper social and economical rewards, applying strict evaluation on the teachers and providing promotion opportunities for excellent teachers; and third, cultivating excellent students by treating them with dignity and allowing them to concentrate on studying.