Contributions of T'oegye's Sacred Learning to Christian Education in the 21st Century
Bibliographic record
Abstract
The purpose of this thesis claims the contribution of T'oegye's Sacred Learning to Christian education in the twenty-first century. I introduce Toegye, a Neo-Confucian philosopher, whose Ten Diagrams on Sacred Learning (Seong-Hak-Ship-To) embodies his life and philosophy. Due to cultural transference, I argue from my own translation of the Chinese original text into English and maintain that Toegye's Ten Diagrams on Sacred Learning depicts Toegye's anthropo-cosmic vision of educational philosophy that may significantly contribute to contemporary Christian education. In particular, I bring Maria Harris's Christian education theory briefly to demonstrate possible ways to strengthen Christian education. On the basis of Toegye's Neo-Confucian philosophy, I prove that his Neo-Confucian philosophy has three dimensions: personal, social, and cosmological. Regarding the personal dimension, I focus on aspects of transformative self-cultivation. In the social dimension, I pay attention to Korean Neo-Confucian reformations of social ethos and values and critique current educational values. I write separately about the Church in order to accentuate Toegye's contribution to Christian education and spiritual formation. In the cosmological dimension, I argue that Neo-Confucian cosmology is important for our present world's harmonious survival. In short, I explore Toegye's philosophical, methodological, and eco-theological contributions to contemporary Christian education and invite dialogue that opens possibilities for further study between Western and Eastern appreciations of wisdom.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.014 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".