무위자연의 재조명과 고전 교육에서의 함의

Abstract

This study analyzes how Wuwei-Ziran was reconfigured from Wuwei and Ziran, the two keywords coined by Lao-tzu, and delves into what implications Wuwei-Ziran had on classical education. The conclusions were as f ollows: F irst, in t he P re-Qin p eriod, t he t erms Wuwei and Z iran had different meanings, referring to the political behavior of the emperor for Wuwei and the spontaneity o f and all things r elated to the c ommon people for Ziran, which later changed to represent naturality. Second, in the East-Han Dynasty, the subjects of Wuwei were extended to include the emperor and ministers, and the term Ziran-Wuwei emerged. Third, the subjects of Wuwei and Ziran became all-encompassing and an entity, respectively, after the Wei, Jin, Southern and Northern Dynasties. Furthermore, the Neo-Taoists understood the concept of Ziran to be in line with Wuwei and started to use them as Wuwei-Ziran, which became a key concept in Taoism and has remained to the modern era. The current curriculum follows the idea of Wuwei-Ziran, which was reconfigured after the Wei, Jin, Southern, and Northern Dynasties. However, we studied Wuwei-Ziran as it refers to the early concept of its creation. For this reason, we need to discover and create new values by reading classics from a new perspective using excavated literature.