A Study on Sopa Bang Jung-hwan's Childhood Education

Abstract

Objectives The purpose of this study is to examine the basic structure of Donghak thought that influenced the theories of childhood education and how childhood education was formed in Donghak thought. In particular, it will consider and comprehensively shed light on Bang Jung-hwan's childhood education, which was influenced by Cheondogyo. Therefore, the aim is to reveal the educational significance of Bang Jung-hwan's theories of childhood education. Methods As a method of literature analysis, each Donghak scripture and collection of works, Bang Jeong-hwan's books and academic literature were analyzed, and the research content on Bang Jeong-hwan's children's education was specified through other Bang Jeong-hwan-related fairy tales, children's songs, magazines, and newspapers. Results Regarding educational content theory, he believed that any content helpful to children's growth and development was sufficient and emphasized three areas of art: children's stories, children's songs, and drawings. With respect to educational methodology, he did not unilaterally plant the educator's ideas but maintained the principle that the educator should only play a role in helping the educatees grow. In terms of educational history, the biggest difference between traditional education and new education is determined by whether the target of education is an adult or a child. Conclusions Our traditional view of the children was that they were passive beings who were subject to instruction or enlightenment from the older generations represented as teachers or pioneers rather than viewing children as independent individual human beings. However, Bang Jung-hwan understood children as beings with independence, autonomy, and potential. He believed that the world of children is independent of the world of adults and that they have the potential to build a new and better world on their own as long as there is no interference or interruption from adults.