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In this paper I will analyze the educational philosophy of Zhu Xi(朱熹) and Lu Jiuyuan(陸九淵), and also try to find out the possibility of applying contemporary.
‘Education’ was one of the main concern of the Confucian scholar in the history. Especially with the advent of Neo-Confucianism education was the most important way to spread their ideology and knowledge of newly produced. It was Shu-Yuan(書院) that acts as a base for the education institutions. Shu-Yuan can be said of the institutions of higher learning, and can be compared to Western universities of the initial.
Zhu and Lu built and operated in Shu-Yuan, also devoted much time and energy. In this respect, in order to understand the controversy between Zhu and Lu in the Temple of E-Hu, the category of philosophy of education is needed. The debate seems to take place in two subjects. First, Zhu criticized Lu oversimplifying education, while Lu criticized Zhu’s teaching methods as being tedious. Second, they also had discussions about the nine trigrams. If you look at the category of the educational philosophy, actually two subjects above are connected to each other.
Zhu’s emphasis on the need of the scriptures for education means that the most important thing in education is knowledge and being the core of teaching knowledge is some knowledge which is the criterion to judge other knowledges. The scriptures provide a lot of knowledge and also provide the criterion to judge. Chu’s thinking on education shared awareness with Paul H.Hirst who is the most important theorist of liberal education. Lu emphasizes ‘doubt’ and ‘introspection’ instead of the scriptures. He hoped students to form their own internal capabilities that judge and create knowledge through ‘doubt’ and ‘reflection.’ His way is similar to the ideas suggested in the Harvard university FAS 2007.
‘Education’ was one of the main concern of the Confucian scholar in the history. Especially with the advent of Neo-Confucianism education was the most important way to spread their ideology and knowledge of newly produced. It was Shu-Yuan(書院) that acts as a base for the education institutions. Shu-Yuan can be said of the institutions of higher learning, and can be compared to Western universities of the initial.
Zhu and Lu built and operated in Shu-Yuan, also devoted much time and energy. In this respect, in order to understand the controversy between Zhu and Lu in the Temple of E-Hu, the category of philosophy of education is needed. The debate seems to take place in two subjects. First, Zhu criticized Lu oversimplifying education, while Lu criticized Zhu’s teaching methods as being tedious. Second, they also had discussions about the nine trigrams. If you look at the category of the educational philosophy, actually two subjects above are connected to each other.
Zhu’s emphasis on the need of the scriptures for education means that the most important thing in education is knowledge and being the core of teaching knowledge is some knowledge which is the criterion to judge other knowledges. The scriptures provide a lot of knowledge and also provide the criterion to judge. Chu’s thinking on education shared awareness with Paul H.Hirst who is the most important theorist of liberal education. Lu emphasizes ‘doubt’ and ‘introspection’ instead of the scriptures. He hoped students to form their own internal capabilities that judge and create knowledge through ‘doubt’ and ‘reflection.’ His way is similar to the ideas suggested in the Harvard university FAS 2007.
목차
【요약문】
I. 머리말
II. 리학(理學)의 교육?연구의 공동체, 서원(書院)
III. 아호 논쟁의 교육철학적 쟁점
IV. 아호논쟁의 교육철학적 쟁점과서구 자유교양교육과의 비교
V. 결론
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