중국 고대교육의 지식과 인식에 대한 관점 비교 연구

다국어 초록 (Multilingual Abstract)

This thesis is aimed at emphasizing that achievement becomes a disaster if human beings are not centered in the fourth industrial revolution era by studying the viewpoint of the relationship between the personality-centered knowledge theory and epistemology by Chinese ancient educators. Chinese educators explored the truth for the improvement of behavior, the completion of virtue, and the completion of personality. Confucianism combined the basic values of knowledge, life, and city councils to realize the development of personality and harmonious development of society. Hánfēizǐ became a collector of the idea of the law by accepting the ideas of advanced Confucianism, Taoism, Mòjiā, mìngjiā and advanced Fǎjiā with abundant creativity and criticism. Xunzi thought that subjective recognition ability could acquire knowledge by combining objective objects. In the age of the Fourth Industrial Revolution, if you neglect the relationship between knowledge and cognition based on personality, you and I must gather together to solve it. It is time to call for fusion and consilience everywhere, but it is time to establish a relationship with the reason through the relationship between knowledge and cognition based on personality. I hope that this paper, which claims the urgency of this issue, will be a chance to open a small discussion field.

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