대순사상의 요순관 (Kings Yao and Shun as Understood in Daesoon Thought)
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- 대순사상논총
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- 제31집
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- pp.93-129
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- 2018
지금 세계는 표본으로 삼을 수 있는 21세기 인간상, 사회상이 절실히 필요한 시점이다. 대순진리회는 역사적 요순을 통해 그 전형(典型)을 보여주고 있다. 대순진리회에서는 이러한 요순을 다시 불러내어 현대에 맞게 되살려내고자 한다. 본 논문은 대순사상이 요순을 어떤 측면에서 이해하는지를 분석하여 요순이 오늘날의 현대인에게 어떤 시사점을 줄 수 있는지 알아보기 위한 연구이다. 대순사상에서는 개벽(開闢)시대를 당하여 '원시반본(原始返本)'이 되므로 '요순의 도가 다시 나타난다'고 한다. 이것은 단순히 고대(古代)로의 회귀(回歸)를 말하는 것이 아니다. 씨앗이 땅에 떨어져 비바람을 이기며 성장하여 가을에 새로운 열매를 맺는데, 그 열매에는 본래의 씨앗이 들어있다는 것이다. 이때의 씨앗은 본래의 씨앗이지만 씨앗 그 자체만이 아니라 모진 시련 후에 거둔 풍성한 경험이 응축된 완전체를 말한다. 대순사상에 나타난 요순은 다음의 네 가지 관점에서 분석된다. 첫째는 성(聖)과 웅(雄)을 겸비한 이상적 인간상, 둘째는 이상세계의 고대적 전형, 셋째는 대순진리회 '심법(心法) 수도(修道)'의 고전적 근거, 넷째는 '해원상생(解冤相生)' 진리의 역사적 배경이라는 측면에서 이해된다. 그러나 대순사상에 나타난 요순의 의미는 전통사상에 머물지 않고 일정한 차이점도 지니고 있다. 대순사상에서 성·웅이 겸비된 상태는 위무(威武)와 형벌을 쓰지 않고 조화로써 법리에 맞게 다스리는 모습이며, 그 이상세계는 천지도수가 조정되어 천재지변이 없고 모든 사람이 선하고 지혜로우며 영화를 영원히 누리는 세상이다. 심법을 말하되 그 심법은 상제에 의해 직접 제시된 '상생의 도'를 성·경·신(誠敬信)으로 수행하는 것을 의미한다. 또한 요순과 관련된 원한은 대순사상의 핵심진리인 해원상생을 통해 근본적인 원한을 해소할 수 있게 된다. 본고에서는 이러한 요순관에 대한 연구를 통해 대순사상의 이해를 심화하고, 고전적 인물에 대한 상징과 재해석을 통하여 대순사상의 가치를 새롭게 규명하고자 한다.
This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.