부산대학교 도서관

本論文旨在觀察丁若鏞與黃宗羲兩人的教育思想中經世治用部分的相同 點和差異性, 並以此爲基礎, 試論不同時代、不同國情下經世思想發展的差 異｡ 先行研究發現, 目前韓中兩國學界多見於分別對丁若鏞、黃宗羲教育思 想方面的討論, 尚未見關於二人經世教育思想的比較研究討論｡ 對二人經世 教育思想的對比研究觀察, 不僅可以探明經世致用思想下, 以針對性的改革 方式解決封建教育體制問題的可行性與價值｡ 也可以通過教育改革層面的視 角, 爲二人經世思想的研究提供新的觀察角度｡ 通過對二人主要文獻對比研 究發現, 二人在經世教育觀方面主要闡述了治知實踐與事功相結合的理論基 礎重要性, 強調了德、才不能偏廢的‘修己’態度以及對腐舊的科舉制度提出了 嚴厲批評｡ 與此同時, 二人在學校職能及爲國取‘士’問題上持有不同的見解｡ 丁若鏞側重於將教育資源多分配給最有可能給國家帶來實際影響和改變的 ‘貴族’階層, 黃宗羲則突破封建階級限制, 強調教育參與的平等性｡ 丁若鏞強 調學校‘養士’的教育本職, 通過對各級行政職能的細分, 規範教育體系改革｡ 黃 宗羲則賦予學校議政、參政功能, 對學校的改革規劃帶有明顯的政治傾向｡ ‘經 世’思想帶有強烈的時代性和歷史特殊性, 在不同的地域、文化背景下‘經世’路 徑不具備複製性和唯一性, 但立足於當下現狀, 尊重事實與存在的問題, 以 利國爲民爲著眼點, 祛當下時弊的經世精神, 永遠具備現實指導意義｡
The purpose of this paper is to study the similarities and differences between Jeong Yak-yong and Huang Zongxi in their educational thoughts on the Thought of Jingshi and Zhiyong (Study of Knowledge Should Meet Present Needs of the Country), and to discuss the differences in the development of the “Thought of Jingshi” in different times and different national conditions on this basis. The previous study found that at present, the academic circles of Korea and China are mostly discussing the educational thoughts of Jeong Yak-yong and Huang Zongxi respectively, but there is no comparative study and discussion on the “Thought of Jingshi” of the two men. The comparative study and observation of the thoughts of these two people can not only prove the feasibility and value of solving the problem of feudal education system with targeted reform under the “Thought of Jingshi and Zhiyong”. It can also provide a new observation angle for the study of their “Thought of Zhishi” through the perspective of educational reform. Through the comparative study of their main literature, it is found that they mainly explained the importance of the theoretical basis of combining the practice of governance using knowledge with the pursuit of the careers in the aspect of “Jingshi and Zhiyong”, emphasized the "self-cultivation" attitude that morality and talent should be in a balanced development, and put forward a severe criticism of the obsolete imperial examination system. At the same time, they hold different views on the functions of schools and the selection of talents for the country. Jeong Yak-yong focused on allocating more educational resources to the noble class that is most likely to bring real influence and change to the country; while Huang Zongxi emphasized the equality of educational participation to break through the feudal class restrictions. The former emphasized the educational duty of Cultivation of Talents in schools, and standardized the reform of education system through the subdivision of administrative functions at all levels; the later suggested to give schools the functions of discussing and participating in politics, which features the obvious political tendency in the reform plan of the school. The thought of “Jingshi” has a strong time and historical particularity. In different geographical and cultural backgrounds, the path of "Jingshi" is unique and thus not reproducible, but it always has practical guiding significance for it is based on the current situation, respects the facts and existing problems, and focus on serving the country and the people, with the “Jingshi” Spirit of removing the current malpractice.