A Study on the Paradigm of Religious Ethics of Mutual-Living

ABSTRACT

In this paper, we focus on educational paradigms in the context of mutual living ethics in Korea. First of all, Hong-Am(1863-1916)regard Sam-Mang(三妄)as conflict situation of people Jeung-San(1871-1909) define resentment and regret as social and personal insufficiency and Won(寃) as group’s revenge emotions. Hong-Am believed that the root of these dissatisfactions of Sam-Mang(三妄) can be solved mutual happiness’s nature in educational paradigm of religious ethics according to Three true nature recovery methode. Hong-Am, the reformer of Daejong-Kyo established the ideal civilized society that is formed on the basis of grand conviviality. The global village causes more problems than any other period and jeopardizes human survival. Among many problems such as ecocide, religious violence, aggressive warfare and terrorism, nuclear weapons and destruction of humanity, educational paradigm of public mutual living can solve these various antagonism. This paper is oriented to find out educational paradigm in the mutual living’s ethics and practice between Hong-Am’s grand conviviality and Jeung-San Master’s revenge solution. Jeung-San believed that the root of these dissatisfactions of Won(寃) can be solved mutual living’s mind in educational paradigm according to Three World’s Heaven Earth Public Affairs. Firstly, mutual living’s mind in educational paradigm includes the educational meaning of media function with conflict situation and regret tradition as the public common value. The principle of public communication and cooperation among revenge emotions can be easily found in mutual living ethical thoughts. Secondly, the human life can be found diverse complexity as private with other lives in grand conviviality ethics. To create a harmonious education to keep human being esteem, and public communication as human dignity must be the solutions to various antagonism and many conflicts of the world. To establish the world of mutual living, the mutual harmonious educational paradigms are very important. In conclusion, mutual living is trans-versal values that require global responsibility for prosperity and happiness and community of rights and global citizenship. Grand conviviality and Revenge solution can serve common goodness as ethical education.