성학(聖學)의 관점에서 본 조선시대의 유학(儒學) 교육과정

초록

In this paper, the historical development of the Confucian curriculum of the Joseon Dynasty was examined in light of the ideal of Confucian education called Seonghak (Sage Learning). The review period was largely divided into the early Joseon Dynasty and the late Joseon Dynasty, using the era of Toegye Yi Hwang (1501-1570) and Yulgok Yi I (1536-1584) as reference points. According to this, the Confucian curriculum in the early Joseon Dynasty gradually approached the Neo-Confucian curriculum that idealized Seonghak (Sage Learning) by Sarim scholars even in the transitional situation where the old Hungo-Sajanghak (Confucian exegetics and rhetorics) tradition remained. When the era of Toegye and Yulgok reaches, the Confucian curriculum enters the stage of Seongnihak (Learning of Nature and Principle) curriculum that pursues Seonghak (Sage Learning) based on Cheng and Zhu’s Neo-Confucianism, not Wang yang-ming’s Neo-Confucianism. In the late Joseon Dynasty, self-made textbooks were officially incorporated into the Confucian curriculum of government and private schools, and the sacrificial system of Confucian shrine was reorganized according to Joseon's own standards. Self-made textbooks can be said to be a good example of making Seonghak (Sage Learning) one’s own in the Confucian curriculum.

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