호락논쟁(湖洛論爭)의 교육적 함의

초록

The purpose of this article is to examine the implications for modern education by reviewing the Horak debate in the late Joseon Dynasty. In relation to how to view the structure and role of the mind, the Horon(湖論) based on Chungcheong and Nakron(洛論) based on Seoul and modernity were divided into two positions. Horon saw that LiKi(理氣) cannot be separated from the beginning, and if the mind is made of ki, even if it is not shaved, it will inevitably be affected by it. Ki(氣) saw that he needed to study to overcome this because he was disturbing person’s mind. It was also considered that differences occurred between human and non-human beings depending on their Ki(氣). On the contrary, Nakron regarded the mind as Seong(性) and thought that there was a part that was free from the influence of Ki(氣). This nature was considered to be given equally to humans and other beings. This debate reminds us of the need for education to understand non-human beings as cooperators that express humanity. It also suggests that education that can realize the limitations of the mind through non-human beings and supplement them is also important.

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