• The Journal of Korean Philosophical History
• /
• no.59
• /
• pp.371-393
• /
• 2018

Jeong Yak-yong attempted to establish a new philosophical system through the criticism on Neo-Confucianism. The most important area among the ideas of Dasan is on the ethical thoughts. He has a tremendous interest in the ethical education as well as ethical thought. During his exile, he gathered children around and educated them by editing "Jegyeong(弟經)". Dasan regarded "Sohak(小學)" to have some problems in educating children. Thus, he reconstructed the contents of "Sohak" and edited "Jegyeong". "Jegyeong" is more concise than Sohak and is a textbook focusing on children which is mainly composed of practical etiquette in the everyday life. It contains etiquettes to parents, teachers and adults, etiquettes on food in the everyday life and etiquettes between men and women. Although the contents does not exceed the scope of Sohak, he selected reasonable contents and composed with practical contents. Thus, it is practical. Dasan also attempted to make a novel interpretation on Saseo (四書), i.e., Noneo, Maengja, Daehak and Jungyong. His new interpretation on Saseo can be considered as ethical textbooks in a broad sense. Dasan considered the key ethical principle of Saseo (四書) to be Seo (恕). Accordingly, he thought it is very important to understand and practice ethical principle of Seo (恕). Dasan studied and annotated "Simgyeong(心經)" and "Sohak(小學)" for self moral discipline. And, he thought it is utmost important to understand and accept the existence of Sangje (上帝) in order to keep moral mind. He believed it to be important to have Gyesingonggu (戒愼恐懼), which is to aware and respect the existence of Sangje (god) for self discipline and Sindok (愼獨) to be cautious about things that only he was aware of. He thought that if people are aware of Sangje (上帝) and make dialog with Sangje, the will of Sangje could be expressed into Dosim (道心). In the ethical education, it can be said that, ultimately, the awareness on the absolute being is the most important point to Dasan.

• Bulletin of Food Technology
• /
• v.15 no.2
• /
• pp.100-106
• /
• 2002

일반적으로 허브란 파슬리, 살비아, 로즈마리, 타임 등으로만 생각하는 사람이 적지않다. 원저자인 지촌이삼부도 수년 전에는 그렇다고 생각하였다. 후생과학연구 '신개발식품 등의 안전성확보에 관한 연구: 주임연구자는 국립건강 영양연구소의 지상행강부장(현대처녀자대학교수)'에 참여하여 뇌를 대상으로 하는 신개발식품에 대한 조사를시작하기 전의 일이다. 일반인 대상의 서적(식재도전.소학관)에도,'현재, 허브는 요리에 맛을 내고, 음료로서, 혹은 단순히 야채로서 이용하거나, 화장품, 입욕제등에 이용되는데, 냄새나 향미가 있는 유럽의 식물이라는 의미로서 사용되는 경우가 많다'라고 기록되어 있다. 한편,'허브는 원래, 단순히 "초"를 의미하는 단어이다. 역사적인 관점에서 보면 허브는"약효가 있는 식물"로서 사람들에게 이용되어 온 것이다'라고 기록되어 있다.

• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.1-2
• /
• 1998

우리 겨레가 현대식 학교를 설립하고 학교 교과로써 수학을 가르치기 시작한지도 올해로 115년이 된다. 1883년 덕원읍민이 설립한 원산학교는 공통과목으로 산수를 가르쳤다(박한식, 1991, p. 8). 1895년에는 국립으로 한성사범학교부속소학교를 세웠고 또 칙령으로 소학교령을 공포하여 초등수학교육의 제도적 기반을 마련하였다(박한식, 1991, p. 12). 1905년까지 10년 사이에 전국에 세운 공립소학교만 60여 개교나 되었다(박한식, 1991, p. 15). 이들 소학교에서는 모두 초등수학(산술)을 필수과목으로 가르쳤다. 이렇게 우리나라에 도입된 학교 교육으로서의 초등수학교육은 격변하는 역사의 소용돌이 속에서도 끊어지지 않고 이어졌다.(중략)

• Korean Journal of Child Studies
• /
• v.21 no.1
• /
• pp.215-234
• /
• 2000

This study analyzed the aims, contents, and methods of early education in Sohak(小學) a textbook for childhood education in the choson Dynasty. The analysis was based on the 6th Korean National Kindergarten Curriculum(in process) and the theories of education in Sohak. Sohak consists of Establishing the Education Process(入敎), Clarifying the Cardinal Human Relationships(明倫), Reverencing for the Self(敬身), Examining Antiquity(稽古), Admirable Sayings(嘉言), and Exemplary Deeds(善行). The aim of education in Sohak was to preserve Sheng(性), i.e. human nature inherited from heaven. The contents of education in Sohak was divided into 6 groups: distinction by age and sex, health, basic life habits, private life, family life, and group life. Methods of education in Sohak was the consolidation of knowledge and conduct, education of self control, learning of exploration, learning of constructive models, learning of keep the stages and telling stories of the sayings of the saints.

• Korean Journal of Child Studies
• /
• v.37 no.6
• /
• pp.213-217
• /
• 2016

Sohak is a book compiled by Zhu Xi, who was a Confucian philosopher, and his disciple, Liu Qingzhi, to promote the morality and personality in children. This book reflects Zhu Xi's philosophy of human nature and education and provides a way to observe proprieties and courtesy. The content and principle of this book is not likely to be easily understood or applied to people in the modern Korean society. Nevertheless, Sohak inspires us to have an insight on how the human relationship should be and what is the desirable moral education method for children to solve moral conflicts in real settings of complicated social interactions.

• Journal of Korean Philosophical Society
• /
• v.146
• /
• pp.137-162
• /
• 2018

Zen Psychology refers to the psychology of Zen Buddhism as a field of Buddhist psychology. This paper examines the psychology of human beings, focusing on the "Platform Sutra" written by Huineng, the founder of Patriarchal Zen, and the southern Zen school. According to the classification of Buddhist psychology, Zen psychology is divided into theory of Zen mind, theory of Zend mind function, and Zen psychotherapy. In theory of Zen mind, Huineng explains the mind based on self-nature, and explains the theory of dharma, theory of humanity, theory of dependent origination, and worldview though self-nature. Every human mind has its own original character of self-nature. When one's own mind with self-nature is revealed, it is the basic mind. When it is covered, it is the mind of common people. Self-nature is characterized by dharma construction, incompetence, non-naming, cleanliness, equality, and self-Buddhahood. In the theory of dharma, dharma is non-dual and is equal. The theory of humanity is divided into two groups according to the sharpness and dullness or capacity of the human being. From theory of dependent origination, you can see the mobility of cover and revealment, enlightment and delusion, sacred and common. In the worldview, the world and phenomena are the functions of self-nature and one's own mind. The theory of Zen mind function deals with wisdom and defilement of common people. The function of wisdom is to know the whole and one at the same time, and is intangible. Defilement of common people is an inner common people that cover the functions of wisdom. In Zen psychotherapy, in order to eliminate the gap between human and dharma, seeing into self-nature is suggested and the goal. In teleology, the goal is to reveal and see the self-nature covered by defilements. As a methodology from cover to revealment, Huineng interprets the traditional methodology as a new interpretation from the viewpoint of the mind, and presents Sammu as its own methodology. Based on the absence of attachment, Huineng proposed a methodology of No-abiding, No-thought and No-form, to gather mind on reality and treat all things equally. Based on this, Huineng proposed a new methodology for dealing with karma through repentance and vows, and a methodology for edification. In view of the Four Noble Truth, it is the phenomenon that self-nature is covered, the cause of defilement and the mind, the aim of seeing the self-nature which is covered, and the way of revealing the covered self-nature is presented. In this sense, the Zen Psychology of Platform Sutra is psychology of self-nature.

• Proceedings of the KHEEA Conference
• /
• 2002.08a
• /
• pp.5-19
• /
• 2002

재한국, 1995년제일차출대국가제정적가정과교육과정. 지후, 한국적가정과교육과정경마료7차적수정여개혁과정. 재차과정중, 가정과정불단지추극출신, 기과목명칭재변화, 필수자선 등 선과성질야재변화, 과치함축, 여기술과정합. 이차, 가정과변위남녀생공수적과목, 저취순응료사회발전적수요. 종한국적교육과정래간, 1년급도10년급시국민공용기본교육계단, 11년급도12년급시자선교육계단. 거차, 가정과교육과정적접배위여하 : 소학(5~6학년)위실과, 중학화고중(7~10학년)위"기술.가정", 고중(11~12학년)위"가전과학". 장종2003년개시실시적가정과과시안배위여하 : 소학각2과시, 7~12학년시각2.3.3.3과시, 11~12학년위6개등차. 최근, 청소년문제, 교육환경, 상시인성, 가정파양, 소비과잉, 학대아동, 등사회문제도근가정생활유착밀절적연계, 인차, 재반지교육중, 가정교육응수중시. 단시, 실제상병불시여차. 작위교육주체적교사화부모도몰유인식도저개실정. 인차, 가정학자여교사유심요주근지거연구가정교육. 우기시, 유필요근중국, 일본, 등저사아주국가호상교류화합작적과정중거탐색가정교육적안정발전. 하면파미래가정학육발전적방향건의여하 : 1) "가정" 과시이가정과위연구대상적가정학적독립적연구요영역. 가정경적연구감상시 "가정", 타이가정생활질량적제고위기연구목적. 인차, 재가정교육중, 과목적명칭명명위 "기술. 가정", "가정일반". "가사" 시부합리적. 이응위 "가정" 2) 가정교육웅사중시성각색적변환, 직업적인직변고적각도출발, 사소학도고중분개위필수화선수과, 유남녀생공수. 3) 가정과과시재축점축단. 도시유우교육과정적축단이인기적피면불료적현상. 단시고 여가정과시실천, 실험성과목응보장기최저적과시, 최기마필수유지현재적과시. 4) 향래, 한국적가정교육과정기이가정과위기본철학배경화리념, 우급시파국가교육과정적배경화이념, 가정학적발전동태반영재교육과정중, 즉강조즘요교. 단시, 경력료반복적변혁지후, 최근, 각중시즘양거배양학생적십 요 양적능력여가치. 인차, 가정교육파교육목라방재즘루거제고가정생활적질량, 즘루거호조화가정생활화직업생활, 즘양거개발합리지해결화실천가정생활적가치관. 5) 최근, 가정교육파교육방향화목라방재거배양학생작위독립적개인, 작위가족적성원, 작위사회성원래주인생도로적능력. 인차, 가정교육이인적생활위중심. 우거섭급학생재성장과정중소우도적문제,재거포괄재가정화사회생활중소우도적문제. 즉거배양해결가정생활중소우도적소유적 문종적종합능력. 6) 가정과재교학방법화교학평개상, 응채용실험, 실습, 관찰 등방식, 응반체험성, 실천성경험. 위차, 응필편기험적실험, 실습설비. 7) 확정교육과정편제적치후, 응제고일반교육학자적참여율, 가정교육학자응적극참여 제정교청정책적유관교육적각종위원회. 재제정정책적과정중각진소능, 적극제출건고성적의황. 8) 한, 중, 일 삼국권원층립가정교육과정도작사, 위삼국교육과정적량호발전주공헌.

• Journal of the Daesoon Academy of Sciences
• /
• v.39
• /
• pp.175-214
• /
• 2021

In the Joseon Dynasty, Confucian literati sacralized their daily lives through ritual practices across the three dimensions of time, place, and humanity. 1) In the dimension of time, they cultivated in their personal lives by accepting and thoroughly practicing the ethical principles of the Elementary Learning (『小學』). These practices of self-cultivation developed into ritualized practices of daily routine from the perspective of neo-Confucianism. 2) In the spatial dimension, local public schools (鄕校), local private academies (書院), and village private schools (書塾) were constructed as the symbolic places for disseminating Confucian norms through intensive seminar activities and collective learning sessions (講會). These places were also used for the pious recitations of selected Confucian proverbs that had been ritualized by Confucian literati. 3) In the dimension of humanity, pious consciousness, reinforced by the ritualized practice of periodic sacrifices or intensive reading, was subconsciously deepened and projected onto dreams individuals reported of their deceased fathers or teachers. According to the Confucian ritualization process, people were seen as being able to sanctify their daily lives by thoroughly internalizing and effectively realizing Confucian values.

• Journal of the Korean association of regional geographers
• /
• v.14 no.6
• /
• pp.698-708
• /
• 2008

The status of eco-environments of Goryeong is evaluated from the results of National Ecosystem Survey. The areas, designated by the 1st class, are only 0.16% of total areas of Goryeong. Most of them are the regions which vegetation preservation status is well. Location of the 1st class region is mostly distributed around the summit and ridges of high mountains. The naturalness of Goryeong region is excellent, thus the status of eco-environments of Goryeong will be rapidly improved.

• Journal of the Korean Home Economics Association
• /
• v.42 no.1
• /
• pp.207-227
• /
• 2004

The purpose of this study was to investigate conceptual representations of the self in Korean culture by analyzing normative conception of the self present in Sohak. The method of this study was the historical method and the material for analysis is 'Reverencing for the Self of Sohak, which was the textbook for childhood education and contained normative tasks that the society of the Chosen Dynasty period held for what people should do in their lives. According to the analysis, the Chosen Dynasty had interdependent conception of the self, which had strong emphasis on connected relationships, especially between self and parents, and regarded respect, rightness, and politeness as important attributes of the self, and expected reciprocal exchange of mutual support in social roles. Also, there were many instrumental and terminal goals in normative expectations of the self, which were toward harmonious interdependent relationships. Finally, the attributes of the self that were thought of as positive characteristics served collective interests rather than individualistic ones. In addition, the society of the Chosen dynasty regarded socially disengaged emotion such as pride, anger, and pleasure as negative ones.