韓國經學教育式微原因發覆
Authors: 陳 亦伶 
Published: November 2022

LANGUAGE NOTE | Document text in Chinese; abstract also in English.
儒家經典在古代獲得普遍性的重視，是因其與教育和科舉考試息息相關。然而，若失去教育與考試的保護傘，便會漸漸失去其權威性光彩。熟知中國典籍文化史便知關於文獻的聚散與流通，先賢提出“五厄”、“續五厄”與“再續五厄”之説，以爲後人鑒戒。本文順此脈絡，提出導致經書在韓國近代漢文教育史中，逐漸消解的五項重要因素。儒家經典十三經傳至朝鮮半島後，經歷史變遷因素、漢文教育政策之變化，亦有可類比“五厄”的關鍵事件，使得經書在韓國近代教育史中逐漸式微。而其經書教育之衰退，有其歷史背景與文化因素，並非全然是西學東漸所致。
如朝鮮末期地方教育經書的場所被廢除後，學子們失去求學的管道，即便由地方耆老在家教導學習，也無法有系統地學習經書，削減了經書教育的傳播力。此外儒家經典除了本身的優越性特質外，另需依靠教育與考試的外力協助，才能獲得關注。但高宗於1894年實施開化改革政策，廢除科舉取士並設立新式學校教育學子。科舉考試既已廢除，熟讀通透經書内容，無法再如以往帶來財富利禄，那麽爲何還要學習經書内容？又，新式學校採用西式鐘點科目授學，亦壓縮減少漢文經學教育内容。此時地方書堂的漢文教育亦側重《擊蒙要訣》、《正蒙類語》、《幼學字聚》等基礎漢字漢文的閲讀學習，不復已往對經書典籍與朱子思想的深究探討，遑論進入日帝强佔期後循序漸進廢除漢字教育政策的影響。
因而，本文探討韓國史中—特别是朝鮮末期之後—幾件重要史事、漢文教育政策與經學教育式微之相互關係，提出致使經學教育式微的關鍵因素，分别爲：興宣大院君廢書院政策、科舉制度的廢除與新式學校的設立、開化期下的抛棄儒學意識、日帝强佔期的廢漢文教育政策、廢漢字政策等，藉以知悉近現代漢文教育中經學成分式微之因。並進一步探討在此困境之下，如何尋回傳統經典的文化價值與其續存現當代之意義。
From the historical records, we understand the Confucian Classics has been brought into the Korea far before the era of Baekje (百濟). Due to the characteristics of Confucian Classics, the Confucian Classics becomes the major of Chinese education at the time. Since the education was inseparably related to the imperial examination, the Confucian Classics was respected by general in ancient times. However, the authoritative glory of Chinese education had gone out after losing the connection in the examination. Being familiar with the Chinese Classics culture history, we understand that it’s well-known for the accumulation and circulation of literature, Sages stated the theory of “Five Destruction trilogy” to warn the future generation, the from time immemorial.
Through the policy of Chinese education and the historical transition from time to time, it had occurred the “Five Destruction” which caused the Confucian Classics to be neglected gradually in the modern Korean history of Chinese education after the representative thirteen Confucian Classics propagated in Korea. After the place where the Confucian Classics was taught had been abolished, the students lost the learning channel. Even though they had been taught by the elder at home, the students still couldn’t learn about the Confucian Classics precisely; likewise it had weaken the dissemination of the Confucian Classics education. In addition to the ascendant characteristics of the Confucian Classics, it needs the external assistance like education and examination to get the attention. From the 1894, Joseon Gojong executed the civilized revolution policy—abolishing the imperial examination and establishing the new school to teach the students. Since the imperial examination had been abolished, no matter how thoroughly you study in Confucian Classics, it wouldn’t be able to bring the fame and wealth. Then, what’s the point to study in Confucian Classics? Moreover, new schools adapted the western pedagogy of credit hour curriculum caused the lesson of Chinese Confucian Classics had been compressed. In these time, local home school emphasizes on the basic Chinese reading as “jimengyaojue (擊蒙要訣)”, “Joengmongyueo (正蒙類語)”, “youxueziju (幼學字聚)” … etc but the commentaries of Chinese Classics and the thoughts of Zhu Xi, not to mention under the Japan dominion, Chinese education had been abolished gradually.
Therefore, in this article, we are discussing the connection between a few important histories, Chinese Education Policy and the Classic deconstruction in the Korean history, especially after the end of ZHAO XIAN dynasty. It states the “Five Destruction”, which leads to the Classic deconstruction, are Heungseon Daewongun abolished colleges, the imperial examination and the establishment of new schools, the thought of de-Confucianism under the civilization, the abolishment of Chinese education under the Japan dominion, and will help us to understand the reason of the Classic destruction in the modern Chinese education.