A Study on the Academic View and Educational Implications of Hangang Jeong Gu

The academic view of the Hang ang can be divided into four main categories : Seong-hak(聖學, sacred learning), Ha-gak(下學, etiquette learning), Bak-hak(博學, broad learning) and So-hak(小學, personality learning). The first is the pursuit of being a saint. Hangang devoted himself to a sacred learning with the goal of becoming a saint at a relatively early ag e. His humble personality was naturally embodied because he always felt that he lacked himself compared to a saint and reflected on himself. Second, the emphasis was placed on an etiquette learning. He emphasized etiquette in everyday life and emphasized the practice of basic personnel affairs before metaphysical philosophy. Third, he pursued a broad learning. Hangang’s trend of the broad learning began with the recognition that there was nothing to throw away in order to pursue the Neo-Confucian philosophical system. His pursuit of the broad knowledge was again implied by simplicity as he g rew older. The broad academic trend of youth had converg ed to simplicity in his last years. Fourth, a personality learning was thoroughly emphasized. So-hak was viewed as the starting point of all studies, and before learning the philosophical system of Neo-Confucianism, he emphasized basic manners as a human being, and emphasized constant self-discipline and a diligent lifestyle. This academic tendency of Hangang was also reflected in education. Hang ang ’s education viewpoint could be divided into three categ ories. First, it was the emphasis on a character education. The character education, which emphasized etiquette, was viewed as the starting point of education. The basis of all education is to cultivate basic personality education and manners, and after this basis was established, customized education was implemented to suit the intellectual level of the disciples. Second, it emphasized timely education suitable for the situation. In other words, it emphasized education suitable for the learner's environment and situation. Filial piety was taught to those in need of filial piety, and the achievement of Tao was taug ht to disciples who wanted to study. If a student's personality is brave, he/she was taught according to their personality. This type of customized education was able to maximize the effectiveness of education, and everyone could exercise their capabilities. Third, Hang ang pursued customized education tailored to individual characteristics. This is similar to the method Confucius did to his disciples, and the streng ths of his disciples could be maximized by educating them to suit their qualities and characteristics. Even today, education is customized, focusing on individual specificity, but most of them are cognitive differential education. Differential education according to such individual temperament and character is considered to require further research and active discussion in modern education. These comprehensive analysis and systematic research are meaningful in itself, but based on this, it is meaningful in that it laid the foundation for additional and in-depth research on Hangang’s practical life, ideas, or educational view. The educational implications of Hangang can be summarized as personality education, timely education, and customized education, and it will be a very meaningful study if Hangang’s educational ideas are re-analyzed and applied to modern education in the future. Above all, the customized education according to individual characteristics is expected to have a very high educational value and significance if it can be realized in modern society through additional research. In this reg ard, research on learning and education of Hang ang will be a reference to presenting the direction of new research and education today.