A Preliminary Study on the Educational Reconstruction of Yangsaeng Theory in Donguibogam: Focusing on the 2022 Revised High School Health Curriculum

『동의보감』 양생론의 교육적 재구성을 위한 시론적 탐색 - 2022 개정 고등학교 보건과 교육과정을 중심으로

This study examines how health is understood in the 2022 revised high school health curriculum through the lens of yangsaeng theory in Donguibogam. Based on yangsaeng-related statements in the "Shinhyeong" section of "Naegyeongpyeon," the study established three analytic categories: observation, regulation, and reflection. It then analyzed how these categories correspond to health-related performance requirements in the curriculum's achievement standards from the perspective of critical discourse analysis. The findings show that yangsaeng theory is not explicitly presented in the curriculum, but partially corresponds to requirements such as checking health status, managing lifestyle habits, regulating emotions, preventing infectious diseases, and reflecting on health culture. Observation and regulation were mainly found in health promotion and disease prevention, while mind cultivation and self-cultivation were related to emotional and mental health. Contextual correspondences also appeared in areas concerning the environment, sustainability, and health culture. The study argues that the educational value of Donguibogam's yangsaeng theory lies not in adding traditional medical knowledge to health education, but in reorganizing dispersed achievement standards into a learning flow of observation, regulation, and reflection. This study contributes to reinterpreting the relationship between traditional medical thought and the modern health curriculum from the perspective of curriculum reconstruction.