Contributions of T'oegye's Sacred Learning to Christian Education in the 21st Century
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it