earticle

영어

This research aimed at examining the ideological role that Confucianism performed in the education during the Enlightenment Period. Education in this period resulted from the collision between traditional education for the teachings of Confucius and the western education which advocates practice of science as well as Christian religion. Responses to the western civilization sometimes came as a strong opposition causing to arouse conflicts and at other times, they were characterized by compromise or fusion.
Researches have been conducted in relation to various aspects of education during the Enlightenment Period with reflection of such characteristics of the era as ranging from trend of the times and stream of thoughts, reformation of educational system and establishment, education reform activists or educational organizations including detailed plans and policies thereof.
However, the topics dealt with mostly in those research works were establishment of modern schools and there curriculum, educational movements and activities. And those works were focused on investigation of such historical facts and diagnosis of the streams of the era, not investigating the topics in a specific manner from the perspective of educational thought. In particular, most of these researches have played down the educational role of Confucianism as the foundation of traditional education.
This research was conducted to define the stream and meaning of the education during the enlightenment period, having judged that the role of the traditional education for the teachings of Confucius was very important, with a focus on the ｢Treatises on Education Reform｣(alias Hakgyusinnon in Korean, 學規新論) compiled by Park Eun-sik, a Confucian scholar and one of the nation’s leaders during the Enlightenment Period, where he proposed an educational
philosophy in which his painstaking efforts and agony to resolve the problems and issues relative to both traditional and modern age are well illustrated.
The result of this research reveals that Park Eun-sik adopted an educational method in which he put the base of education on traditional spirit of Confucianism to emphasize the values of self-empowerment(自强), national salvation(救國) and independence(獨立), then invoking an aid of western education. This suggests to us that even in the education during the Enlightenment Period, the validity of traditional education for Confucianism in terms of its nature, contents and methodology, was considered important, while efforts were being made to reform Confucianism according to the stream of the thoughts at that time.

한국어

본 연구는 개화기 교육에서 儒學가 차지하는 사상적 역할을 고찰한 것이다. 개화기 교육은 전통적인 유교교육과 기독교⋅자연과학의 성과를 앞세운 서구교육 사이의 충돌에서 빚어진다. 서구 문명에 대한 반응은 때로는 적극적으로 반대하여 갈등을 야기하고, 때로는 절충하기도 하며, 융합하는 모습을 띠기도 한다. 이런 시대적 특징을 지닌 개화기 교육은 시대의 흐름과 사조, 교육 제도의 개혁과 설립, 교육 운동가나 교육 단체, 구체적인 정책에 이르기까지 다양한 측면에서 연구가 진행되어 왔다. 그러나 연구 결과의 대부분은 근대적 학교의 설립과 교육과 정, 교육운동 및 활동을 다루며, 그 사실의 구명과 시대의 흐름을 진단하는데 집중하고 있어, 교육사상적 측면에서는 구체적으로 천착하지 않았다. 특히, 전통교육의 기초가 되었던 유교의 교육적 역할을 외면하는 시각이 지배적이다. 본 연구는 개화기 교육의 흐름과 의미를 규정하는데 전통 유교교육의 위상이 중요한 것으로 판단하고, 개화기 유학자이자 민족 지도자로서 전통과 서구의 선진적 근대 문화를 동시에 고민하는 교육철학을 제시했던 박은식의 󰡔學規新論󰡕을 중심으로 검토하였다.
그 결과 박은식은 개화기 교육에서 自强과 救國, 그리고 獨立을 고양하기 위해, 전통 유교 정신을 교육의 바탕에 두고 서구교육을 援用하는 방식을 취하였다. 이는 개화기 교육에서도 여전히 전통 유교교육의 본질과 내용, 방법적 측면의 유효성을 중시하였고, 당시의 시대정신에 맞추어 유교를 혁신하려는 교육적 노력으로 인식된다.