理氣哲學에 나타난 敎育理論

Abstract

The present study is an attempt to identify educational theory implied in the Neo-Confucianistic, or Yi-Ki (Li-Chi) philosophy, or more bluntly, to identify the Neo-Confucianistic philosophy as educational theory. It should be noted that, in relation to any Oriental thinkers or doctrines, the term 'educational thought,' instead of 'educational theory,' has been exclusively used. Presupposed in the conventional usage is the concept of educational theory, which accords very well with that of the present study, as a set of logical presuppositions inherent in the proposal concerning the aim, content and method of education. The Neo-Confucianistic philosophy centers around the concept and status of Yi and Ki (usually rendered as 'Principle' and 'Energy') in relation to each other. Chu Hi's (Chu Hsi's) formulation of the Neo-Confucianistic metaphysics deals with the problem at two distinct levels of analysis: the logical and the empirical. Within the framework of Chu Hi's theory, there emerged two schools of Neo-Confucianism, called the 'Vi-predominant Theory' (Li Hsueh) and the 'Ki-predominant Theory' (Chi Hsueh), taking the Chu Hi's theory at the logical and empirical levels respectively. According to the former, Yi is sacred only to be contaminated by the activity of Ki. The concern here is, therefore, to preserve or realize Yi in spite of the activity of Ki. In the latter theory, however, Yi cannot be apart from Ki, remaining as the guiding norm of Ki, and in this sense, is dependent upon Ki. Construed in this way, Yi cannot but be defined in relation with the 'intention' of human beings dealing with concrete things in pursuit of specific purposes. The two theories are educational theories in the sense that they constitute logical presuppositions enabling alternative interpretations of educational activities. Educational theories of John Dewey and R.S. Peters can be cited as Western versions of Ki-predominant and Yi-predominant theories in the Neo-Confucianistic philosophy.