Intangible Culture ISSN:2799-3868(Print) 무형문화연구

Classrooms mean spaces where teaching and learning take place. In this classroom, there are teachers and students who teach, and the relationship they have is established. And there are various objects that make up the classroom. It can be said that with the existence of schools, classrooms soon existed, but the history of civic education, in which education for all citizens began to take place, has not been very long. As the subject of education has expanded dramatically, a standardized space that can accommodate many people was needed, and as a result, we can face the schools and classrooms we are currently facing all over the world. The center of what students and teachers meet in this strangulation is a subject-based class. Classes are interactions in which teachers respond by transferring knowledge related to the subject to students in their own language. However, as reports that it is difficult to teach the class in our classroom have become common, the mental and physical pain that teachers have to experience has long exceeded a certain line. Teacher's pain is directly connected to the pain of students, and it spreads throughout society through parents and local communities. Faced with this reality, this small discussion attempted to make the teacher's mind study a starting point for solving the problem. Jinul's practice, which is to be called at this point, has a wealth of implications as a practical guide by emphasizing the scoring process at the same time while presupposing sudden enlightenment(頓悟). Jinul's mind-study, which values the practical process of gradual cultivating(漸修) and encompasses all stages of enlightenment from comprehending enlightenment(解悟) to deep enlightenment(證悟), can open a way for teachers to resolve the daily pain they encounter in the classroom by looking at it as it is. We looked at Jinul's model together as a teacher, and this model can be summarized as a three-disciplinary process of selecting and practicing practical mind-study such as meditation, which allows students to continuously think and practice, along with subject-related texts, in compliance with the precept of finding their inner order in daily life. This sharing of mind-study can lead to the ability of teachers to reflect on the language that conveys concepts and values in class, and it can in turn increase the likelihood of responding actively and appropriately to students’ responses in class expressed in language and non-verbal language. This should be the starting point. Teachers can maintain their 'no interference' orientation only when family and school support can be provided on that foundation, but they cannot be left blaming the lack of support. This is because other alternatives are not easily found, and the path may be the most fundamental shortcut.