(Abstract) This study seeks to find a breakthrough for the problems of 'the Absence of educational ideals, the Absence of educational practices and the Absence of desirable teacher models', with which the current education is faced. To this end, the discussion is deployed focused on Cho Kwang-jo(Jun...
(Abstract) This study seeks to find a breakthrough for the problems of 'the Absence of educational ideals, the Absence of educational practices and the Absence of desirable teacher models', with which the current education is faced. To this end, the discussion is deployed focused on Cho Kwang-jo(Jung-am)'s life, his thoughts and various policies he practiced by himself. While the conventional discussions have been mainly derived from political and historical perspectives, this research consistently focuses on educational point of views. Since the period of Jeong-am's active involvement was very similar to today's, understanding of Jeong-am gives a lot of suggestions in terms of today's education. Particularly, Jeong-am's life as a student makes us aware of the importance of a constant effort on the basis of sincere heart for the truth of life and his life as a teacher suggests that our life itself should be an example by putting his knowledge into practice. Jeong-am's thoughts emphasized the issue of 'to BE' beyond to KNOW and to DO with regard to the goals of education and highlighted truth's self-acquired nature by defining the subject of learning as a learner. On top of that, it is required to stay in Gyeong(敬, Awakening) in order to reveal the human nature, which means that we should keep watching our mind as it is. It suggests that though human's mind always tend to be changeable, even watching the process should be part of education. Educational understanding related to the Jeong-am's actual practice was attempted, dividing into political & social perspectives (君臣共治, GunShinGongChi ; King and Officials' ruling government, 愛恤保民, AeHyoolBoMin ; governments for people, 隆平社會, YoongPyeong Society ; an improved society, and 泰和地域, TaeHwa Province ; an ideal model of the society) and moral & ethical perspectives (enlightenment of people for cultures, moral discipline, consistency between principle and study and ruling others after self-discipline). It is confirmed that a deep trust between teachers and students is significant through the theory, "Gunsingongchi(King and Officials' ruling government)" and the aspects of teaching and learning are re-interpreted through the theory, "Yehyoolbomin(Governments for People)". Substituting the concepts of a Yoongpyeong society(an Equal Society) and a Taewha Province(an Ideal Model of the Society) with a Yoongpyeon education and a Taewha classroom, an alternative education can be suggested. Furthermore, it is suggested that through the concept of Chinli(Emphasized and Shared Feeling), the education with teacher's and student's personal rapport should be done using their brains and hearts. It is very meaningful that this research has ever re-interpreted Jeong-am's life, thoughts and his practices in the educational point of views. Jeong-am never hesitate to put his knowledge into action whatsoever while he was leading a short life. It turns out that his thoughts had a firm and systematic approach and that he consequently made a tremendous and significant influence on Joseon society. The task of reflecting on the goals of Jeong-am's life, his thoughts, his practices and applying them to today's education is a highly meaningful process, by which the directions towards our education could be found.
(Abstract) This study seeks to find a breakthrough for the problems of 'the Absence of educational ideals, the Absence of educational practices and the Absence of desirable teacher models', with which the current education is faced. To this end, the discussion is deployed focused on Cho Kwang-jo(Jung-am)'s life, his thoughts and various policies he practiced by himself. While the conventional discussions have been mainly derived from political and historical perspectives, this research consistently focuses on educational point of views. Since the period of Jeong-am's active involvement was very similar to today's, understanding of Jeong-am gives a lot of suggestions in terms of today's education. Particularly, Jeong-am's life as a student makes us aware of the importance of a constant effort on the basis of sincere heart for the truth of life and his life as a teacher suggests that our life itself should be an example by putting his knowledge into practice. Jeong-am's thoughts emphasized the issue of 'to BE' beyond to KNOW and to DO with regard to the goals of education and highlighted truth's self-acquired nature by defining the subject of learning as a learner. On top of that, it is required to stay in Gyeong(敬, Awakening) in order to reveal the human nature, which means that we should keep watching our mind as it is. It suggests that though human's mind always tend to be changeable, even watching the process should be part of education. Educational understanding related to the Jeong-am's actual practice was attempted, dividing into political & social perspectives (君臣共治, GunShinGongChi ; King and Officials' ruling government, 愛恤保民, AeHyoolBoMin ; governments for people, 隆平社會, YoongPyeong Society ; an improved society, and 泰和地域, TaeHwa Province ; an ideal model of the society) and moral & ethical perspectives (enlightenment of people for cultures, moral discipline, consistency between principle and study and ruling others after self-discipline). It is confirmed that a deep trust between teachers and students is significant through the theory, "Gunsingongchi(King and Officials' ruling government)" and the aspects of teaching and learning are re-interpreted through the theory, "Yehyoolbomin(Governments for People)". Substituting the concepts of a Yoongpyeong society(an Equal Society) and a Taewha Province(an Ideal Model of the Society) with a Yoongpyeon education and a Taewha classroom, an alternative education can be suggested. Furthermore, it is suggested that through the concept of Chinli(Emphasized and Shared Feeling), the education with teacher's and student's personal rapport should be done using their brains and hearts. It is very meaningful that this research has ever re-interpreted Jeong-am's life, thoughts and his practices in the educational point of views. Jeong-am never hesitate to put his knowledge into action whatsoever while he was leading a short life. It turns out that his thoughts had a firm and systematic approach and that he consequently made a tremendous and significant influence on Joseon society. The task of reflecting on the goals of Jeong-am's life, his thoughts, his practices and applying them to today's education is a highly meaningful process, by which the directions towards our education could be found.
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