지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Gyosaeng Gogang(校生考講) has been performed with the purpose of rearranging the school system in the national reconstruction period(國家再建期). School rearrangement was pursued to bring back the order in society. Yangban literati(兩班 土族) sought reasons for the lost of morality from the failure of gyohwa(敎化). In this context Gyosaeng Gogang was systemized with the focus on hyanggyo(鄕校) and gyosaeng(校生). The discussion over Gyosaeng Gogang was proposed in 1625. continued through the 4th and 9th year of In-jo's reign, and came to maturity on ‘Gakdogyosaenggogangsamok(各道校生考講事目)’ in the 22nd year of In-jo's reign.
Gyosaeng had to pass two subjects, choose one from Saseo(四書) and Sohak(小學), the other from jesajajip(諸史子集). As the most important emphasis was put on Sohak, it was considered the most important one in Gyosaeng Gogang. As the Chosun Dynasty was shaking from the base after the two wars, it tried to establish the firm social order based on inryun(人倫). Sohak matched this purpose most perfect. Gyosaeng Gogang was the test of provincial(外方民人)’s knowledge on Sohak. Gyosaeng Gogang was performed without the classification of aeknae(額內) and aekoi(額外): pass or fail would be the only standard. The failed were to be put at moohak(武學) and after three years of learning, an examination would be held. If failed again, he was to be gunbo(軍保) forever.
Gyosaeng Gogang had the effect in forcing gyosaeng's studying. However, gogang was put in hold in case of disasters and diseases, myungangchup(免講帖) which was issued to fill up the financial lack was abused by local administrators and the number of gyosaeng who took gogang decreased. Within this context, it was impossible to expect the full effect of Gyosaeng Gogang.
In 1704, the proclamation of ‘Gyosaengnakgangjingpojulmok(校生落講徵布節目)’ was pointed at achieving the regulations of gogang(考講之規). It stipulated ? that gogang would be held once per year, ? that the subject would be only one from Gyungseo(經書) or Saseo(四書), ? that aeknae and aekoi should take gogang and that the failed would be recorded on the list and would be collected two pils(匹) of clothes(綿布).
Yet, yangban literati couldn't concede to this julmok in that there was no set clause for distiction between yangban and pyungmin. The movement back to the original principle which stipulated the failed to be put in military service was directed and Suk-jong(肅宗) agreed to it.
In the 37th year in Suk-jong's reign, Bibyunsa(備邊司) composed detailed principle on gogang. It is worth noticing that the standard distinguishing between aeknae and aekoi was ability not status, and that the empty spot in aeknae was to be supplied from aekoi. It was an enormous change compared to early Chosun.
The government sticked to the original principle, putting the failed into military service(直定軍役), in order to control the irregular routes to hyanggyo and to rectify the social standing. However, it mitigated the principle to minimize pyungmin's resistance. It was under this circumstances that the punishment for unqualified gyosaeng(不學無識者) was fortified and that those who made every endeavor in studying were granted chances to elevate social standing.
Gyosaeng had to pass two subjects, choose one from Saseo(四書) and Sohak(小學), the other from jesajajip(諸史子集). As the most important emphasis was put on Sohak, it was considered the most important one in Gyosaeng Gogang. As the Chosun Dynasty was shaking from the base after the two wars, it tried to establish the firm social order based on inryun(人倫). Sohak matched this purpose most perfect. Gyosaeng Gogang was the test of provincial(外方民人)’s knowledge on Sohak. Gyosaeng Gogang was performed without the classification of aeknae(額內) and aekoi(額外): pass or fail would be the only standard. The failed were to be put at moohak(武學) and after three years of learning, an examination would be held. If failed again, he was to be gunbo(軍保) forever.
Gyosaeng Gogang had the effect in forcing gyosaeng's studying. However, gogang was put in hold in case of disasters and diseases, myungangchup(免講帖) which was issued to fill up the financial lack was abused by local administrators and the number of gyosaeng who took gogang decreased. Within this context, it was impossible to expect the full effect of Gyosaeng Gogang.
In 1704, the proclamation of ‘Gyosaengnakgangjingpojulmok(校生落講徵布節目)’ was pointed at achieving the regulations of gogang(考講之規). It stipulated ? that gogang would be held once per year, ? that the subject would be only one from Gyungseo(經書) or Saseo(四書), ? that aeknae and aekoi should take gogang and that the failed would be recorded on the list and would be collected two pils(匹) of clothes(綿布).
Yet, yangban literati couldn't concede to this julmok in that there was no set clause for distiction between yangban and pyungmin. The movement back to the original principle which stipulated the failed to be put in military service was directed and Suk-jong(肅宗) agreed to it.
In the 37th year in Suk-jong's reign, Bibyunsa(備邊司) composed detailed principle on gogang. It is worth noticing that the standard distinguishing between aeknae and aekoi was ability not status, and that the empty spot in aeknae was to be supplied from aekoi. It was an enormous change compared to early Chosun.
The government sticked to the original principle, putting the failed into military service(直定軍役), in order to control the irregular routes to hyanggyo and to rectify the social standing. However, it mitigated the principle to minimize pyungmin's resistance. It was under this circumstances that the punishment for unqualified gyosaeng(不學無識者) was fortified and that those who made every endeavor in studying were granted chances to elevate social standing.
목차
1. 序言
2. 兩亂後 鄕校의 整備와 校生考講制의 作定
3. 校生考講强化論議와 考講事目의 頒布
4. 考講事目의 施行과 額外校生의 處理問題
5. 免講帖의 發行과 考講原則의 緩和
6. 結語
Abstract
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
조선 후기의 교생 - 책을 읽을 수 없는 鄕校의 生徒 -
古文書硏究
2008 .01
-
『초등학교 도덕과 교육과정』의 『소학』 교육 실태
인문과 예술
2020 .01
-
북한이탈주민의 재무지식과 재무관리행동에 관한 연구
Financial Planning Review
2018 .11
-
1인 가구의 주관적 경제인식 및 경제적 노후준비와 재정만족도 관계 연구
Financial Planning Review
2014 .02
-
1인 가구 시대의 도래에 따른 미래 소비자정책 방향에 대한 고찰
소비자문제연구
2017 .08
-
대학생의 재무관리행동 유형별 특성 및 재무지식 수준
한국가족자원경영학회지
2007 .01
-
남녀 대학생들의 금전 관리 관련 행태와 인식
소비자문제연구
1993 .06
-
신용카드 이용여부에 따른 대학생 소비자의 재무관리행동에 관한 연구
한국생활과학회지
2005 .02
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-374-015482964