‘삼육교육’ 구성 요소 표기에 관한 고찰 - 엘렌 G. 화잇의 ‘참교육 이상’에 근거하여 -

Abstract

This article aims 1) to critically examine the existing notation of ‘Sahmyook Education’ (Korean version of Adventist education, literally meaning ‘nurturing of the three’) and 2) to suggest a notation of different character and sequence, based on Ellen G. White’s vision of ‘true education’. The notation of holistic dimensions of Sahmyook education is currently expressed in various ways such as: ‘zhī dé tǐ(知德體 transliterated to the preceding Pinyin and translatable to knowledge-virtue-physical health),’ ‘zhì dé tǐ(智德體, wisdom-virtue-physical health),’ ‘dé zhì tǐ(德智體, virtue- wisdom-physical health),’ ‘líng zhī tǐ(靈知體, spirituality-knowledgephysical health),’ ‘zhì líng tǐ(智靈體, wisdom-spirituality-physical health).’ This complicated phenomenon is due to the influence of the general
 Sahmyook education theory based on ‘knowledge-virtue-physical health,’ and the progress of Adventists in their understanding White’s vision of ‘true education.’ This article presents ‘líng zhì tǐ(靈智體 ‘spiritualitywisdom- physical health’ as an alternative notation which represents White’s vision of ‘true education’ most appropriately. This alternative more meaningfully represents the characteristics of the Adventist’s educational theory differentiating it from the general educational theory of ‘knowledge-virtue-physical health.’ In addition, this study also makes an important point that the notation integrating ‘spirituality-wisdomphysical health’ does not espouse the tripartite concept of three part human being with ‘mind, body and spirit’ as separate entities. White clearly uses mind-body-spirit as inseparable human dimensions in education or growth by using adjectives ‘spiritual, mental and physical’ together to describe holistic human experience.