• The Journal of Korean Philosophical History
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• no.30
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• pp.161-190
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• 2010

In Shanghaibochujian-ZhouYi, there are a few special signs in red and black that had never been found in previous ZhouYi texts. Pu Mao Zuo (?茅左), who first sorted out Shanghaibochujian-ZhouYi, classified the signs into six types and explained them in terms of Yin-Yang theory. On the other hand, Li Shang Xin (李尙信) classified the signs into seven types and argued that these signs show that the order of the hexagrams(卦序) in Shanghaibochujian-ZhouYi is completely identical with that of the current version of ZhouYi. Edward L. Shaughnessy also conjectured that the order of the hexagrams(卦序) of Shanghaibochujian-ZhouYi is identical with that of the current version of Zhouyi after his material analysis of the Bamboo slips(竹簡) substance. Kondo Hiroyuki (近藤浩之) is based his interpretation of the order of the hexagrams(卦序) on his own classification of the signs which identified nine types. All these opinions contain some problems and given that the number of the Bamboo slips(竹簡) are very limited, we have to be very careful when we draw a conclusion. Shanghaibochujian-ZhouYi's signs can be possible when we suppose a 64-hexagrams(64卦) system instead of the 8-trigrams(8卦) system, which demands a reexamination of the common view that the 8-trigrams system preceded the 64-hexagrams system.

• The Journal of Korean Philosophical History
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• no.59
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• pp.155-190
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• 2018

The paper has focused on the 20 Iching-hexagrams from the eleventh t'ai[ ] to the final one of the Upper Book li[離] to examine the principles of learning and education involved in Xugua zhuan[序卦傳], the Ordinal Sequence of the Hexagrams as one among Ten Wings in I Ching. Some implications involved in this part of the Book of Change provides us with numerous teachings and educational principles. I try to concisely note the three teachings of the major argument as shown in the paper. Firstly, we should take the process of learning as the circular system of thought[環 相型], not as the linear system assuming the final destination like the Final Cause in the Aristotelian teleology. In the same token, the process of learning should be regarded as 'initiation', which has been initially adopted to justify the concept of education by R. S. Peters. As a circular system, there are two kinds of initiation. The one sense is 'crossing the threshold of illiteracy' seen as 'small initiation', which apprehends the points of argument in the previous paper, namely, on hexagrams from ch'ien[乾] to t'ai[泰]. The other sense is 'getting on the inside of the worthwhile activities', seen as 'Grand Initiation', which apprehend the present points of argument. Secondly, as shown in the paper, the Book enables us to recognize the process of learning as 'Seeing What Is There'. This requires us the Principles of Mean and Perfection, which are to be taken differently from the Western ones. For this a learner should always hold the endless self-reflection and attitude to re-examine the original intention of one's own, whilst he is involved in the task of learning. Finally, we should take the Principles of Change seriously, such as extremity-reversibility[物極必反] and the sense of conformity, in order that we can establish the proper educational principles to tackle the social domains of learning as well as the personal ones.

• The Journal of Korean Philosophical History
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• no.58
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• pp.245-278
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• 2018

The paper has focused on examining the sense of educational process in the light of Xugua zhuan[序卦傳], the Sequence of the Hexagrams as one among Ten Wings in I Ching, particularly on the 11 Iching-hexagrams from ch'ien[乾] to t'ai[泰]. The process involved in this part of the Book of Change can be recognized as both the micro and macro levels, which can eventually leads us to construct the circular system of thought[環相型]. This gives us a possibility to consider the values of education beyond the dualism such as intrinsic and extrinsic as well as traditional and progressive ones. Particularly some crucial defects from child-centered education have been critically examined so that the concept of education can be taken seriously in the light of the teacher-side. Thus this provides us a necessity to dub 'education' as '敎育', not as '兒育' in the Oriental context. As shown in the paper, the cosmic dual forces of I Ching also enables us to dissolve some conflicts arisen in the educational welfare system and situations, and then shows us why we should respect for the teachers' stances though we have to consider the interests of children to be educated. Thus we need to re-examine the content of the Book in the link with the Western systems of educational theory.