Acquisition of knowledge for the sake of knowledge is not what education aims to accomplish. Education should be pursued with practical use in mind. This notion justly requires that education as a long-range objective of the government be dealt with from a macroscopic, long-term perspective in regards to establishing its educational policies and system. As the need for character-building grows rather than accumulation of knowledge, this paper aims to put forth the appropriate objectives of education found in the school of thought shaped by Choi, Han-gi. The findings may ultimately contribute to establishing coherent educational policies and the necessary practical system.
Education without practical use is fruitless. Choi, scholarly addressed as Hyegang, wrote in his book Injeong (『人政』 Government by Man) on education in its entirety. His exposition is noteworthy in that 1) its step-by-step description underscores practicality and 2) it provides a quantified, detailed analysis. It provides numerous insights and implications for the present day education and is therefore worth pursuing as a line of inquiry.
Penned at the pivotal stage of his philosophical inquiry spanning over two decades, Injeong (『人政』) provides practical principles for education. This paper, based on the principles, aims to establish the purpose and objective relevant to today’s education. It also aims to illuminate practical contents and methods of education that learners themselves can acquire.
Amidst the turmoil of the late 19th century against the back drop of the late Joseon Dynasty, Hyegang solidified his philosophical stance on man and our consciousness: all men are entitled to receive education, and one can grow to be an ideal man through learning. His disposition follows that all men must strive to expand their minds by acquiring empirical knowledge with practical use. He proposes that the objective of education lies in 1) the fulfillment of indo (인도;人道) or one's duties as a man and in 2) the promotion of the practical man who carries out work or samu (사무;事務). Thus, he argues for the necessity of educating autonomous practical individuals who can work to fulfill their duties by utilizing their empirical knowledge.