Jeong Yong Education Reform Thought

Ding Ruoyong, number Chashan, Li North Korea time writer philosopher,practical knowledge collection accomplishing. He continues in the philosophy toinherit "was mad Yuan theory" the tradition, thought the world origins to themateriality gas is a primal chaos, advocated only has through the feeling onlythen knew the outside thing, opposed all religions mystically discuss with thesuperstition fatalism, is doing scholarly research the aspect, opposed "thespatial principle empty talk" and the formalism, advocates the union actualresearch knowledge. Received and has developed the advance northern schoolof thought and the star lake school of thought solid scientist's thought.Chashan's education reform discusses is manifesting the Confucianistidealism thought. This has provided the understanding primitive Confucianismopportunity to us, to clarifies Chashan's education thought, enable it adaptionreality to have the positive significance. Said from creation spirit of the age thispoint that, Chashan's thought has the huge historical significance.This article through discusses the concrete research as well as therelated intrinsic education thought analysis to the Ding Reyong study of thethought and the education reform, systematically elaborated his educationdiscusses the complete viewpoint, and discusses take the Confucianism idealas the prototype, according to his reform theory, carries on to its significanceinquired into. Embarks from the education reform thought viewpoint,"Discusses," University "take Doctrine of the mean" "repairs has discussed - thereform in the school system theory" as the clue, discussed the Chashan toeducate the objective which the reform discussed.Finally, inspected the Chashan the conception which discusses to theeducational system. Mainly will educate the object the scope, selects themethod, the education content choice and the organization principle, the maineducation method and so on takes the research focal point, and to its analysisand reorganization.The Chashan took this kind of Confucianist idealism final reformdiscussing, has controlled 19th century circles of thinkers. His educational system discusses for realizes this kind of prospect, proposed trains the virtuousking and cherishes the people the official surmounted the social class for thefocus and all common people ethics standard, the promotion system andeducation resources redeploying. The Chashan proposed the Confucianisteducates the idea the significance, lies in proposed the person and the naturecoexistence, the person and the person coexist for the main body ethics basis.Therefore, Chashan's education thought will have the reality from now on to oureducation reform the instruction significance.