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This study aims to examine the significance of morality, poems and music and traveling mountains and water shown in Samguksgi(History of the Three Kingdoms) in aspect of the relation with Kim, Busik's views on education. For this, in ancient-middle period of Silla Kingdom, the education contents like the recitation of scriptures and learning archery for the youth, training subjects described by Kim, Busik and 5 Buddhist commandments were compared and analyzed. Additionally, through the examination of the relations between educational aims of recitation of scriptures and learning archery and ideal objectives pursued by Hwarangdo and the study on the issues relevant to entering the service of the government office, the author would like to reveal the characters and the significance of Hwarandgo.
First of all, morality, poems and music and travelling mountains and water were offered as discipline contents for Hwarangdo in Samguksagi. Kim, Busik described those disciplines as the main educational method for realizing Confucian loyalty and filial piety, reciting poems and music and learning humanity, justice and social conditions while travelling all pan of the country.
Second, in the case of sons of true bone family, when they were young, monks were invited as teachers for the recitation of the scriptures and learning archery which corresponded to the education of GyeongDang in Goguryeo, On the other hand, sons of below 6th ranked bone class taught themselves first and then sought for teachers by themselves for more learning.
Third, to enter the service of the government office and to take part in battles as sons of true-boned class, Jingol, were based on the tribal foundation as true-bone family in Ryangbu and Sarayangbu. However, the organisation of Nangdo and their participation of battles aimed at establishing centralized nation based on the Statutory Code as a new ideology to which Silla oriented with denying the tradition of 6 Bu.
First of all, morality, poems and music and travelling mountains and water were offered as discipline contents for Hwarangdo in Samguksagi. Kim, Busik described those disciplines as the main educational method for realizing Confucian loyalty and filial piety, reciting poems and music and learning humanity, justice and social conditions while travelling all pan of the country.
Second, in the case of sons of true bone family, when they were young, monks were invited as teachers for the recitation of the scriptures and learning archery which corresponded to the education of GyeongDang in Goguryeo, On the other hand, sons of below 6th ranked bone class taught themselves first and then sought for teachers by themselves for more learning.
Third, to enter the service of the government office and to take part in battles as sons of true-boned class, Jingol, were based on the tribal foundation as true-bone family in Ryangbu and Sarayangbu. However, the organisation of Nangdo and their participation of battles aimed at establishing centralized nation based on the Statutory Code as a new ideology to which Silla oriented with denying the tradition of 6 Bu.
목차
1. 머리말
2. 화랑도의 교육이념과 世俗五戒에 대한 存疑
3. 중고기 교육의 실상과 화랑도 교육
4. 花郞徒의 出仕와 그 성격
5. 맺음말
참고문헌 (69)
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