『소학(小學)』의 도덕교육이론에 대한 고찰

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소학 小學 도덕교육이론 Sohak theory of Moral Education
In this study, moral education theory from 『So-hak』 was investigated for current meaning, and utilization of this principle to modern moral education was evaluated.
『Sohak』was published by Yu Cheong Ji, who was colleague to Ju-hui. By the will of Ju-hui,『Sohak』contains specific ethical virtues from various Books. On late Goryeo dynasty, it was thought to be introduced with Shushigaku to Korean Peninsula. It was used as not only government philosophy but also education. Goal of education is the restoration of natural intelligence as the position of the ethical doctrine of innate goodness. In addition, this idea should be used as index of life. 『Sohak』 emphasizes on education of true human being through the practicing moral rules to govern the Five Human Relations. Moreover, the one should reflect oneself and conduct this principle to action.
『Sohak』consusts of the introduction and two parts of main body. There are Sohaksoeje(小學書題) and Sohakjesa(小學題辭) in the introduction. The main body is divided into inner and outer sections. The inner section is classified into ipkyo, myungryup(明倫), kyungsin(敬信), kyego(稽考), The outer section is classified into kaeon(嘉言), soenhang(善行). On ipkyo section, what the man and woman should learn by own age is described. myungryup writes about principles of daily life, such as cleaning and washing, response, attitude. kyungsin is specified the method of circumstance by refined rigorism. kaeon and soenhang contains teachings and modeled conduct from previous times.
Education method in 『Sohak』 reasonably suggests its method by the age. On action and practice, basic manners will teach the fundamental as human being, and are trained by conducting them. The other methods are setting an example.
Modern meaning of 『Sohak』 can be applied as follows: ipkyo will be the alternative way to teach about not only anti-humanity crime but also misconduct of teenagers, collapsing of classroom. This might solved the education crisis for today. On myungryup, specific moral rules to govern the Five Human Relation (f master and servant, of father and son, of husband and wife, of brothers, of friends are realized to truthful piety, country loving, respect and order, desirable friendship. This is the essence of teaching, and we should keep and improve. kyungsin can teach us to learn ill-manner of teenager, self-centeredness, no patience, indiscrete consumption.
The comparisons and analyses with modern moral education with 『Sohak』 are following.
First, 『Sohak』 emphasizes on ideal human being, who is met ethical philosophy. Educational human figure of 『Sohak』 can be correlated with 'ethically educated person' of Durkheim in modern moral education theory, and man of honor actively conduct to realize the true nature of humanity, justice, intellect. In addition, this person should have a will to practice with balanced action, emotion, and rationale. Second, 『Sohak』 emphasizes the content-based lecturing and ethical socialism than formality. Durkheim insists that 'rationality can be important element for moral action, but is not indispensable one. Children should be socialized ethically to know why they should do something.' Third, 『Sohak』 emphasizes the role of teach as the responsible person for socialization. This content can be supported with the relation of cardinal virtues. Fourth, aim, content, and method for moral education in 『Sohak』 suggests many issues for systematical moral education for today. Fifth, 『Sohak』 emphasizes on habitation with acknowledgement, and this can help to improve ethics in children.
『Sohak』 suggest clear system and principle in education of children. On 『Sohak』, it can be used as basic habitation. However, the Book contains many teachings to even adult, and needs to be learned and practiced sustainingly with endeavors and patience. Therefore, it is more reasonable to start in Middle school age, when the self identity is formed through the development of mind and body.
As the utilization of 『Sohak』 in current moral education curriculum in middle school, the following teaching and learning methods are suggested. First, teacher should select the content from 7th composition of ethics textbook with the idea from 『Sohak』. Second, as special class (research and discussion class), student talks about the related virtue and value from 『Sohak』, and is made to find the modern meaning through criticism. Third, via special activity room, such as manner room, 『Sohak』 is taught systematically. Fourth, it is not directly applied to moral education, but used as guidance and discretion activity.
Teaching method on moral education with utilizing 『Sohak』 can be consisted of persuasion, correctional education, researching activity, practice and experience, etc. Through these various methods, 『Sohak』 can be the perfect harmonization of tradition and modern.
However, the application of 『Sohak』 to moral education in middle school should be dealt in prudence with considering age, subject, difficulty, relativity with classroom learning, etc. More researches are needed to be conducted for conformity. In addition, the diversification of application cases with 『Sohak』 teaching will help to improve and solve the virtues and problems.
Alternative Title
A Study on the theory of Moral Education in the 『Sohak』
Alternative Author(s)
Na, Hoi-jung
조선대학교 교육대학원
교육대학원 도덕윤리교육
Awarded Date
2007. 8
Table Of Contents
Ⅰ. 서론 = 1
Ⅱ. 『소학』의 내용 분석 = 5
1. 입교편(立敎篇) = 5
2. 명륜편(明倫篇) = 7
3. 경신편(敬身篇) = 10
4. 계고편(稽古篇) = 14
5. 가언편(嘉言篇)과 선행편(善行篇) = 16
Ⅲ. 도덕교육이론과 『소학』 = 17
1. 내용구성 = 17
2. 교육 목표 = 20
3. 교수학습 방법 = 26
4. 교수학습 원리 = 31
1) 도덕성 발달 촉진의 원리 = 31
2) 형식보다 내용중심의 교육원리 = 34
Ⅳ. 『소학』의 도덕교육 활용 가능성 = 37
1. 『소학』을 활용한 도덕교육 = 37
2. 『소학』의 도덕교육에 있어서의 한계 = 44
Ⅴ. 결론 = 50
참고문헌 = 53
조선대학교 교육대학원
나회정. (2007). 『소학(小學)』의 도덕교육이론에 대한 고찰
Appears in Collections:
Education > Theses(Master)(교육대학원)
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