佛敎와의 비교를 통한 주자 체용론과 만물일체’의 교육철학적 검토

The Critical Review of Educational Philosophy in the Doctrines of Chu-tzu

This paper is to study the educational philosophy of Che-Yong(體用, Substance-Movement) through the historical development of Estern ideas as the religions Confucianism and Buddhism. In the Estern ideas, the concepts of Che and Yong have been used united form each other. The concept of Che-Yong originated in the Buddhism. The Buddhisticunde rstanding of Che yong developed that they are of one source(體用一致). The Buddhisticunde rstanding of Che-Yong, especially the logic that the substance and movement are of one source, was lead to the Neo-Confucianistic understanding of Che-Yong. Neo-Confucianism in Song periods(宋代) accepted the Buddhistic understanding of Che-Yong as it is, and used them to constitute the basic theory of Neo-Confucianism. For example, those are the theory of the union of Li(理) and Chi(氣), nature(性) and emotion(情). Therefore it can be told that the Confucianistic understanding of Che-Yong succeed the Buddhistic understanding. The Thought of Union of Che-Yong ultimately is to grow into one: human and society, universe and mind. The movement of universe is to move of his own body-mind. So it's purpose is realization of Big-Self. Education is to educate the mind and body. It is to perceive the mind as source of universe and to cultivate them. This way is to raise the life of each other. In the tradition of the method of training is Kyung(敬) and Kyugmulchizi(格物致知) that includes meditation and knowledge of object world. But, the Li(理, Substance)of Neo-Confucianism includes a grade of rank. So it is easy to lack to objectivity and openness. After this, Hegang Choi, Hanki compensate the Neo-Confucianism with vitality and equality.