This paper takes as its point of departure the persistent difficulty in reading Hanmun (Korean Literary Sinitic) texts despite prior knowledge of grammatical rules, and reexamines this problem from cognitive and pedagogical perspectives. It argues that reading failure in Hanmun texts lacking punctuation should not be attributed to an insufficient understanding of individual grammatical items, but rather to a lack of syntactic unit recognition and reading stability. From this perspective, the article focuses on toksong 讀誦, a core practice in premodern Hanmun education, and interprets it not merely as recitation or memorization but as a mode of reading through which syntactic structures are embodied via rhythm and repetition. Drawing on theories of embodied cognition and skill acquisition, the article demonstrates that toksong functioned as a cognitive mechanism that fostered syntactic familiarity and stabilized grammatical segmentation prior to semantic interpretation. It further examines the place of toksong in modern Hanmun pedagogy and repositions it not as a substitute for grammatical analysis, but as a preparatory reading practice that enables such analysis. By reconceptualizing the reading of Hanmun as a structural experience that precedes meaning-centered interpretation, this study offers pedagogical and theoretical implications for contemporary Hanmun education and research on classical literacy.

In the context of a special issue on education outside Korea, this paper surveys the current status of sinograph education in Korean Language Education (KLE) for foreigners, and finds that there is a dearth of both research on and teaching materials for hancha kyoyuk. Hence the “First Things First” in the title: we can hardly expect to make progress in hanmun education when so little exists in the way of resources for and courses in sinograph education—the single most basic prerequisite for teaching hanmun. After suggesting a number of reasons for the current lamentable neglect of hancha education, the paper draws some illustrative comparisons with sinograph education in Japanese Language Education and Chinese Language Education before rehearsing a number of compelling justifications for including a robust hancha education component in KLE (whether for Koreans or foreign learners of Korean). The remainder of the paper introduces the pedagogical ideology and methodology behind the Advanced Korean: Sino-Korean Companion textbook and its companion online resource, the UBC Interline Reader.

This article investigates the educational philosophy of the 16th-century Korean Neo-Confucian scholar Yi Yulgok (1536-1584), evaluates its contemporary relevance through an analysis of his seminal text, Gyeongmong yogyeol (The Secret to Banishing Ignorance), and concludes with an autoethnographic reflection by the author. This argument is grounded in a methodology that combines textual analysis of Yulgok’s primary writings with biographical-historical contextualization, complemented by autoethnographic reflection on fifteen years of teaching this philosophy to a global student body. The analysis traces this holistic perspective to the foundational influence of Yulgok’s mother, Sin Saimdang, whose progressive pedagogical methods—emphasizing empirical observation and self-directed inquiry—cultivated the pragmatic, interdisciplinary mindset that allowed him to integrate Confucian principles of benevolence (in 仁) and virtue (deok 德) with the practical challenges of statecraft and social ethics. Ultimately, Yulgok's holistic educational model, which inextricably links internal moral cultivation with external public service, offers a potent corrective to the compartmentalization prevalent in modern higher education, advocating for the cultivation of an ethically integrated public intellectual.

The early 20th century was a time of rapid change in Confucianism. As East Asian intellectuals actively learned from the West in the process of modernization, Confucian classical education lost its dominant position. Western learning changed the education system in East Asia, and textbooks on self-cultivation replaced traditional Confucian literature such as the Four Books and Five Classics, the children’s textbooks and the family rules, and became the textbooks for the moral education curriculum in the new academic system. Although these textbooks are still referred to as books for self-cultivation, the knowledge has been reconstructed in the Western educational framework, and their contents are not limited to moral education. This article analyzes the transformation of Confucian knowledge in Korea under the influence of Western learning based on the theoretical explanations and the school textbooks in the Korean Enlightenment Textbook Series. It reveals that Korean intellectuals established a curriculum for moral, intellectual, and physical education, as well as a curriculum for health education, which brought the Chinese and Western cultures together from conflict to coexistence at the beginning of the twentieth century.