전통문화를 통해 본 교사의 위상과 바람직한 교사상 = The Position of Teachers and the Desirable Image of Teachers as Seen through Traditional Cultures

다국어 초록 (Multilingual Abstract)

The issues of the establishment of one`s identity as a Korean and the recovery of morality lost due to confusion in values, which have emerged as important matters of social concern today, are representative topics that can also be discussed in relation to education in the present era. This is because establishing one`s own upright values in the swiftly changing reality of today, establishing the guideposts of one`s life accordingly, and living happily together with others are the ultimate goals of our lives and, to attain such goals, the role of education is of foremost significance. Consequently, we must not only establish desirable goals based on traditional values but also properly inherit traditional values and devise desirable and future-oriented education demanded by a changed society. The academic tradition of Confucianism lies in the cultivation of moral character through virtues and practical education for virtuous conduct and directly affects our learning, education, and culture even today. Grounded on the universal values of Confucianism, the philosophy of traditional values is based on inner cultivation and outer praxis, and traditional view of the duty of teachers is akin to the academic tradition of Confucianism because it likewise pursues the universal values of Confucianism, which thus are moral virtues. One has surely heard the expression “Although there are teachers, there are no mentors; although there are students, there are no disciples.” When teachers and mentors are contrasted, the former designate professionals who transmit expert knowledge or techniques. On the other hand, mentors designate those who, in addition to playing this role as teachers, morally influence students with their love of the truth and of their disciples (role model). The former can be called “teachers of classics” (jingshi) while the latter can be called “teachers of men” (renshi).It is clear that, in our reality, the social status or economic conditions or teachers are adverse and that factors outside education such as burdensome administrative duties function negatively in teachers` fulfillment of their true role as mentors, which can be expressed as being “teachers of men.” However, because teachers are in a position directly to educate students, it is difficult categorically to deny that the primary responsibility for overcoming such problems lies with teachers themselves. Consequently, teachers must not forsake their true duty as teachers, leaving the responsibility solely to the state or society. Because they must be preceded by critique, the explication and employment of tradition in a manner suitable to reality are by no means easy tasks. Nevertheless, it will be possible to explain the reasons for our existence in reality only after such basic efforts. The issues of the establishment of one`s identity as a Korean and the recovery of morality lost due to confusion in values, which have emerged as important matters of social concern today, are representative topics that can also be discussed in relation to education in the present era. This is because establishing one`s own upright values in the swiftly changing reality of today, establishing the guideposts of one`s life accordingly, and living happily together with others are the ultimate goals of our lives and, to attain such goals, the role of education is of foremost significance. Consequently, we must not only establish desirable goals based on traditional values but also properly inherit traditional values and devise desirable and future-oriented education demanded by a changed society. The academic tradition of Confucianism lies in the cultivation of moral character through virtues and practical education for virtuous conduct and directly affects our learning, education, and culture even today. Grounded on the universal values of Confucianism, the philosophy of traditional values is based on inner cultivation and outer praxis, and traditional view of the duty of teachers is akin to the academic tradition of Confucianism because it likewise pursues theniversal values of Confucianism, which thus are moral virtues. One has surely heard the expression “Although there are teachers, there are no mentors; although there are students, there are no disciples.” When teachers and mentors are contrasted, the former designate professionals who transmit expert knowledge or techniques. On the other hand, mentors designate those who, in addition to playing this role as teachers, morally influence students with their love of the truth and of their disciples (role model). The former can be called “teachers of classics” (jingshi) while the latter can be called “teachers of men” (renshi). It is clear that, in our reality, the social status or economic conditions or teachers are adverse and that factors outside education such as burdensome administrative duties function negatively in teachers` fulfillment of their true role as mentors, which can be expressed as being “teachers of men.” However, because teachers are in a position directly to educate students, it is difficult categorically to deny that the primary responsibility for overcoming such problems lies with teachers themselves. Consequently, teachers must not forsake their true duty as teachers, leaving the responsibility solely to the state or society. Because they must be preceded by critique, the explication and employment of tradition in a manner suitable to reality are by no means easy tasks. Nevertheless, it will be possible to explain the reasons for our existence in reality only after such basic efforts.

참고문헌 (Reference)

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2 "栗谷全書"

3 "論語"

4 지준호, "한국전통사상의 현대적 계승을 통한 바람직한 청소년의 가치관 모색" 유교문화연구소 1 (1): 5-36, 2010

5 김경호, "학교모범에 나타난 율곡의 교육사상" 6 : 2006

6 윤용남, "퇴계 이황의 사도관" 95 : 1997

7 지준호, "초등학생들의 자기인식 및 자기관리 능력 함양 방안 연구 - 유학의 가치ㆍ덕목을 중심으로 -" 한국철학사연구회 (25) : 41-70, 2009

8 이동준, "전통적 가치관의 현대적 성찰, 동방사상논고(一)" 성균관대학교 한국철학과 1994

9 이동준, "전통문화의 가치관" 문우사 1986

10 지교헌, "사회변천 중의 師弟 관계( 너희 중에 죄 없는 자가 먼저 돌로 치라 )" 한누리미디어 2003

11 고병익, "동아시아의 전통" 일조각 1982

12 지준호, "대만 예비교사들의 전통관 연구" 초등교육연구원 19 (19): 1-19, 2009

13 "靜菴集"

14 "退溪集"

15 "荀子"

16 "禮記"

17 "孟子"

18 "四書大全"

19 "周易"

20 지준호, "君子의 人格과 公共性" 한국철학사연구회 (26) : 249-271, 2009

21 "古文眞寶"

22 "中庸"

23 "三字經"

24 "三國遺事"

25 홍일식, "21세기와 한국전통문화" 현대문학 1993