老子에서 본 無爲自然의 敎育思想
A Study on the Educational Thought of “Wuwei-Ziran” in Lao-zi
- 발행기관 江陵原州大學校 敎育大學院
- 지도교수 金白鉉
- 발행년도 2009
- 학위수여년월 2009. 8
- 학위명 석사
- 학과 및 전공 倫理敎育專攻
- 원문페이지 ii, 75 p.
- 본문언어 한국어
초록/요약
There have been many social problems, such as the confusion of spiritual values, the prevalence of mammonism, hedonism and selfishness, all of which have been caused in the process of rapid progresses in modern Korea. Such social problems have brought about the alienation of human in Korean society. The current problematic social situations have been reflected in Korean education. So Korean education has lost its direction and confronted with confusions and conflicts. The problem in Korean education is ultimately the problem of human work, and we, Korean educators should pay attention to Lao-zi's thought of education. Because he emphasized the true pursuit of learning based on the Tao of “Wuwei-Ziran”, “Wei-Tao”. So in the light of the reflection on the current education, it is meaningful to look into Lao-zi's educational thought. We can calmly reflect on the current educational phenomena through Lao-zi's idea of “Wuwei-Ziran”. With these backgrounds, this thesis considers the educational principles based on Lao-zi's “Wuwei-Ziran” and looks for directions in which Korean education should move on by finding out the educational significance of Lao-zi's thought of "Wuwei-Ziran". First, this thesis examines the current educational problems in Korea comprehensively, and then considers the educational principles of Lao-zi's “Wuwei-Ziran” to reflect on the current Korean education. And next, this thesis look for the current significance of Lao-zi's educational thought-“Wuwei-Ziran”. The research method in this thesis is centered on the bibliographical research, mainly on the reference books related to Lao-zi and on the books which deal with the Korean educational philosophy. The researcher in this thesis has a basic research position to study by reading intensively the original "Lao-zi" and tries to refer to various interpretations to avoid an arbitrary position. Through careful research on the current Korean educational reality which has lost its sense of direction and faced with many confusions and conflicts, this thesis presents the significance of Lao-zi's educational thought, “Wuwei-Ziran”, as follows. First, the purpose of the current education which has been losing the natural human qualities should be to restore the human nature. Secondly, education should thoroughly be based on autonomy in the process of performing. Thirdly, education should be to awaken the basic true values in human, not to pursue the external purposes like satisfying the human low desires. And next, education should let the human realize his or her inborn nature with the principle of quality, transcending all kinds of confrontations and discriminations. Fifth, education should be to appreciate and respect various kinds of human traits and to harmonize and unify them. Lastly, education should elevate the human creativity by changing the way we look at the world. The human society was full of human greediness and hypocrisy in Lao-zi's days as well. Lao-zi thought of these confusions and disorders as the final outcomes of human work and pursued the life of “Wuwei-Ziran”. He pursued not the doctrine of human knowledge but the Tao of “Ziran”. But he was not totally against the human cultures, and what he really denied was the culture deviated from human nature. That kind of culture makes the human crooked through artificiality and threatens the human lives. Lao-zi believed that, like any culture, education can make human either live a happy life when it is in accordance with Tao or live an unhappy life when it is deviated from Tao. As a result, Lao-zi pursued the Tao of “Wuwei-Ziran” thoroughly and denied the artificial education phenomena in human world. It was natural for Lao-zi who thought of the life of “Wuwei-Ziran” as the utmost ideal. From the realistic point of view, there are some possibilities that not all of his educational thought is practicable. However, his educational thought is more significant than any other educational thought in that they give us opportunities to reflect humbly on our practically and schematically established education systems.
more목차
Ⅰ. 序論 = 1
1. 硏究의 必要性 및 目的 = 1
2. 硏究의 內容 = 2
3. 硏究의 方法 = 2
Ⅱ. 現代 韓國敎育의 諸 問題 = 3
1. 敎育哲學의 葛藤 = 3
2. 敎育理念과 敎育現實의 不一致 = 4
3. 非敎育的 競爭構造의 深化 = 5
Ⅲ. 無爲自然의 道 = 6
1. 道의 意味 = 6
(1) 世界의 始原?根源으로서의 道 = 7
(2) 超越的인 同時에 內在的 存在로서의 道 = 9
2. 無와 有 = 12
3. 道法自然 = 16
4. 道의 運動과 作用 = 20
Ⅳ. 無爲自然의 敎育思想 = 24
1. 無爲自然의 敎育原理 = 24
(1) 爲道의 原理 = 26
(2) 復歸의 原理 = 31
(3) 絶對平等의 原理 = 35
(4) 統一의 原理 = 39
(5) 知行合一의 原理 = 42
(6) 不言之敎의 原理 = 45
2. 無爲自然 敎育思想의 現代的 意義 = 48
(1) 韓國의 敎育理念과 無爲自然 敎育思想 = 48
(2) 無爲自然 敎育思想의 意義 = 49
① 人間性 回復의 敎育 = 49
② 自律性 尊重의 敎育 = 51
③ 根本의 覺醒을 重視하는 敎育 = 54
④ 平等을 具現하는 敎育 = 57
⑤ 調和와 統一을 追求하는 敎育 = 59
⑥ 發想의 轉換을 통한 創意力을 高揚하는 敎育 = 61
Ⅴ. 結論 = 65
參考文獻 = 69
Abstract = 72
