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초록· 키워드
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This paper illuminates Korean intellectuals' responses toward the acceptances of Western civilization, largely examining the 17th and the 18th century, when Chos?n(1392-1910) first encountered Western education. It also analyzes the gentry's own understanding of Western civilization. As a result, these following three facts were confirmed.
First, the readings of Chos?n gentry, different from today's reading, were based on scholarship around the self-cultivating process and methodology geared toward fostering ethics. The fact that the Korean gentry read S?hakp?m and Chikpangwegi, written by Jesuit missionary G. Aleni, means that they underwent a process of scholarly introspection regarding Western education. Second, in the 18th century, some gentry examined Western education for practical measures rather than for the moral cultivation. Moreover, they found Western education useless to their own distinct standards of ethic. Based on their own practicalities, they assessed Western education as heterodoxy and expressed their own scholarly learnings through Neo-Confucianism. Also, some gentry in the late-18th century expanded Confucian ethics from the individual to a wider social level to address economic issues and revive the system of Chos?n science education, particularly by re-recognizing Western science education.
Third, Chos?n gentry's response toward the acceptance of Western civilization in the 17th and 18th century was based on the ethical political ideology. This enables us to reflect on the present, with our own relationship to Western values and standards without consideration of what should be preserved and promoted.
First, the readings of Chos?n gentry, different from today's reading, were based on scholarship around the self-cultivating process and methodology geared toward fostering ethics. The fact that the Korean gentry read S?hakp?m and Chikpangwegi, written by Jesuit missionary G. Aleni, means that they underwent a process of scholarly introspection regarding Western education. Second, in the 18th century, some gentry examined Western education for practical measures rather than for the moral cultivation. Moreover, they found Western education useless to their own distinct standards of ethic. Based on their own practicalities, they assessed Western education as heterodoxy and expressed their own scholarly learnings through Neo-Confucianism. Also, some gentry in the late-18th century expanded Confucian ethics from the individual to a wider social level to address economic issues and revive the system of Chos?n science education, particularly by re-recognizing Western science education.
Third, Chos?n gentry's response toward the acceptance of Western civilization in the 17th and 18th century was based on the ethical political ideology. This enables us to reflect on the present, with our own relationship to Western values and standards without consideration of what should be preserved and promoted.
목차
Ⅰ. 서론
Ⅱ. 17세기 서양 교육 관련 한역서학서의 조선 전래와 사대부의 독서 양상
Ⅲ. 18세기 조선 사대부의 서양 교육 이해
Ⅳ. 결론
〈ABSTRACT〉
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UCI(KEPA) : I410-ECN-0101-2009-911-018339543