• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.97-116
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• 2014

When the Yongle Emperor of the Ming Dynasty seized the power as the emperor of China, he issued a royal order to Hokwang and others, to publish a book entitled "Sambudaejeon," in the name of following the death-bed instruction of Taizu. The book was completed no less then 10 months after the order was issued in September 1415(Yongle 13). With the first copy imported from the Ming Dynasty as the original script, Sambudaejeon was engraved on wood by going sharing with 3 provinces including Gyeongsang-do, Jeonlla-do, and Gangwon-do, during the period of 1427~1428(Sejong 9~10). The result of surveying and analysing the distribution of the Ming Dynasty was imported to Chosun, shows that the engraving copy of the original script from the Ming was published more then 18 times in Chosun, among which only 50 types are identified to exist currently. As a result of analyzing these 50 existing types, This status of publication suggests that the books were intensively published and distributed in Gyeonggi and Gyeongsang provinces where the demands for the books were urgent, to meet the needs when the books were rapidly lost during the period of Japanese invasion.

• The Journal of Korean Philosophical History
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• no.37
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• pp.97-134
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• 2013

Kim Ee-man was born and grew up in Jecheon (堤川). As a government officer and a Confucian scholar belonging to Namin School, Kim Ee-man was active in the early and middle of 18th century. Kim Ee-man composed good poems since he was a child. In addition to being a good poet, Kim Ee-man later became a model government officer, who had thorough awareness on serving citizens (爲民). When he was a governor in Yangsan (梁山) county, he built an embankment for farmers by out of his own salary. The academic world of Kim Ee-man faithfully succeeded the basis of Toegyehak (退溪學) and he took Sohak (小學) as important. The reason of Kim Ee-man having established a practical guideline in the form of inscription and proverbs was also directly related to the issue of moral practice. Kim Ee-man also received the influence of ancient classic study from his teacher Lee Seo-woo (李瑞雨) and took Yookgyeong (六經, Six Classics in China) important in practice. Kim Ee-man started the study on Joojahak (朱子學, the doctrines of Chu-tzu) in later years. He became more thorough in being a public figure while reinforcing effort on differentiating the principle of heaven (天理) and human desire (人欲).

• (The)Study of the Eastern Classic
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• no.35
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• pp.189-214
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• 2009

The followings are the characteristics of Kyunghakkwan of Youngjae Oh Yunsang. First, he delves into Soju (小注: Small notes or commentaries) of Saseo-Jibju-Daejeon (四書集註大全: Compendium of the Commentaries of Four Confucius Canons). Frequently adding, "thinking," "thinking again," he enumerates his own theories critical of various scholars who left commentaries in Daehak-Janggu-Daejeon (大學章句大全: Compendium of the sentences and phrases in Daehak, one of the canon) and Jungyong-Janggu-Daejeon (中庸章句大全: Compendium of the sentences and phrases in Jungyong, another canon). Secondly, he quotes theories of Korean confucius scholars. Besides Lee Yulgok, he introduces mainly theories of Nongam Kim Changhyub and Namdang Han Wonjin. Thirdly, he researches into various canons. He diverts from the general trend of Chosun confucius studies which focuses on Saseo and explores Seokyung (書經: One of Five canons of Chinese Confucius Studies and the oldest history book). Fourthly, his Kyungseol, especially that of Jungyong, was recognized and accepted by his contemporary Giho School scholars. Finally, he shows skepticism even on Confucius's own ideas and begs to differ.

• (The)Study of the Eastern Classic
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• no.32
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• pp.311-362
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• 2008

This study aimed to make clear the education process, from antenatal training to early childhood education, of Joseon Royal Family. Centered on the successors to the throne and reviewed also the education of other Royal Family members, this study carried out comparative analysis on them. Antenatal training is pregnant woman's essential physical and mental attitude. It is indispensable to the health and good nature of unborn baby. Antenatal training had been based on the theory of Oriental medical science that fetus can sympathize what mother see and feel. Such theory, combined with Confucian self-culture theory, had taken very important position in Confucianism. Not to speak of Royal Family, noble family regarded antenatal training very essential as beginning of education and root of nature formation. For firstborn son and firstborn grandson, Boyangcheong (輔養廳, special nursery agency) was set up before their age became three, but not for other sons and grandsons of Royal Family. When firstborn son or firstborn grandson grew up to read letters, Ganghakcheong (講學廳) was set up for their early education. Other sons of king also learned in their early ages at Ganghakcheong while other grandsons of king learned at Gyohakcheong (敎學廳). Education courses were almost same between successors and non-successors but there were wide difference in the ranks of their tutors; firstborn son's tutor marked 2nd Jeong(正) class, firstborn grandson's tutor marked 2nd Jong(從) class and other royal sons' tutors were just 9th Jong(從) class.

• (The)Study of the Eastern Classic
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• no.36
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• pp.7-30
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• 2009

Confucius said, "at fifteen, I had my mine bent on learning, At thirty, I stood firm, At forty, I had no doubt, At fifty I knew the decrees of Heaven, At sixty, my ear was an obedient organ for the reception of truth, At seventy, I could follow what my heart desired, without transgressing what was right." This dissertation's aim is to articulate the ideas and methodology of 'learning to become a sage' based upon his saying. Confucius believe in reality of the human mind & it's nature. What Heaven has conferred is called the human nature. An accordance with this human nature is called path of human duty. Confucius's concept of human path is realization of humanness. Confucian's Human relationship is none other than conscientiousness and altruism. This Rule is expressed in the confucian version of reciprocity: "What you do not wish for yourself, do not do to others." Confucian principles of reciprocity imply is equal to Kantian Categorical imperative. This principles imply universalizability and equal consideration.

• (The)Study of the Eastern Classic
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• no.57
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• pp.201-229
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• 2014

한국에서의 유가(儒家) 경전의 수용은 삼국시대에 시작되었으며, 이는 신라(新羅)시대 태학(太學) 교육 중의 한 과목이 "상서(?書)"였다는 "삼국사기(三國史記)"의 기록을 통해 알 수 있다. "상서(?書)"는 고대 정치제도 및 정치사상과 매우 긴밀한 관련을 갖는 경전인 까닭에 중국뿐만 아니라 한국에서도 통치자들의 시정방침(施政方針)상의 중요한 근간(根幹)이 되었다. 이러한 연유로 "상서(?書)" 연구를 통해서 경서 내용을 알게 될 뿐만 아니라 그 시대의 정치사상도 알 수 이해하게 될 것이다. 그런데 한국에 있어서 경학 연구는 중국과 달리 전통적 사서오경(四書五經) 혹은 십삼경(十三經)이 아니라 "사서삼경(四書三經)"을 중심으로 전개되었다. 또한 개별 경전에 대한 연구를 기준으로 살펴보면, "사서(四書)"의 경우, 특히 "논어(論語)"에 대한 연구가 집중적으로 이루어졌다. 삼경(三經)의 경우, "주역(周易)"이나 "시경(詩經)"은 이미 많은 연구가 이루어졌으나, 한국에서 "상서(?書)" 연구는 아직 전자만큼 활발히 이루어지지 못하고 있다. 또한 성균관대학교에 발간한 "한국경학자료집성(韓國經學資料集成)"을 살펴보면, 한국 경학 저술 총 145권 가운데 "상서(?書)" 부분이 22권을 차지하고 있다. 즉 거의 6분의 1이 "상서(?書)" 관련 저술이라고 할 수 있다. 본고는 "학술총람"과 공구서(工具書) 전자 시스템에 수록된 1901년부터 2014년 상반기에 이르기까지의 100여 년 동안 한국(韓國)에서 발표된 "상서(?書)" 관련 학술단행본 학위논문 학술지논문 등을 검토하고, 이를 통해 한국에서의 "상서(?書)"학(學) 연구(硏究)를 회고(回顧)하고 또 그 미래를 전망(展望)해 보도록 할 것이다. 전적으로 보면 한국 "상서(?書)"학 연구는 3가지를 포함한다. 첫째는 한국에서 중국 고전 "상서(?書)" 원전(原典)에 대한 탐구(探究)인데 이를 '중국 "상서(?書)" 연구' 라고 칭하였다. 둘째는 조선시대 유학자의 서경 저술을 중점 대상으로 연구하는 것으로 이를 '한국 "서경"학 연구'라고 이름 하였다. 셋째는 한국 이외 다른 나라 학자들의 조선시대 "서경" 저술에 대한 연구이다. 이상 3가지를 모두 대상으로 삼아야 온전한 한국 "상서(?書)"학 연구라고 할 수 있을 것이다. 향후의 연구 방향은 다음 네 가지로 정리할 수 있다: (1) 역본의 연구 (2)학파별 연구 (3)문헌적 연구 (4)경연과 과거시험의 각 나라 비교 연구이다. 한국 "서경"학에 대한 연구를 통해 우리는 조선시대의 사상과 문화 특히 정치사상을 파악할 수 있으며 또한 전통시대 동아시아 각국의 학문 양상까지도 인식할 수 있을 것이다. 요컨대, 아직까지 한국의 학계에서 한국 "서경"학을 중심으로 하여 이러한 측면을 밝히는 연구는 부족한 편이라고 할 수 있겠으며, 그렇기에 연구할 영역이 더욱 많은 셈이라고도 할 수 있는 것이다. 바로 이 연구영역들에 더욱 심혈을 기울여 앞으로 더 깊이 있고 폭 넓은 연구가 진행되기를 기대할 수 있게 되는 것이다.

• (The)Study of the Eastern Classic
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• no.67
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• pp.105-128
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• 2017

The purpose of the present study is to explore the significance of the Commentaries on Pavilions (樓亭記) from the Sancheong-gun area. To achieve this purpose, the study analyzes the works handed down in Sancheong-eup, Chahwang-myeon, Obu-myeon, and Geumseo-myeon, focusing on the two characteristic themes: the discipline and enlightenment of heart and mind (in Chapter 2) and the succession of integrity and the tradition of ancestor worship (in Chapter 3). The first characteristic theme "the discipline and enlightenment of heart and mind" is explicated in Chapter 2 by reviewing the Commentary on Hwanajeong Pavilion (Hwanajeonggi) written for the namesake building located in Sancheong-ri, Sancheong-eup, and the Commentary on Gyeongjeonjae Pavilion (Gyeongjeonjaegi) in Maechon-ri, Geumseo-myeon. The second theme "the succession of integrity and the tradition of ancestor worship" is examined in Chapter 3 based on the Commentary on Sulgojeongsa Pavilion (Sulgojeongsagi) from Jangwi-ri, Chahwang-myeon, and the Commentary on Maeranjeong Pavilion (Maeranjeonggi) from Yangchon-ri, Obu-myeon.

• The Journal of Korean Philosophical History
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• no.59
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• pp.371-393
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• 2018

Jeong Yak-yong attempted to establish a new philosophical system through the criticism on Neo-Confucianism. The most important area among the ideas of Dasan is on the ethical thoughts. He has a tremendous interest in the ethical education as well as ethical thought. During his exile, he gathered children around and educated them by editing "Jegyeong(弟經)". Dasan regarded "Sohak(小學)" to have some problems in educating children. Thus, he reconstructed the contents of "Sohak" and edited "Jegyeong". "Jegyeong" is more concise than Sohak and is a textbook focusing on children which is mainly composed of practical etiquette in the everyday life. It contains etiquettes to parents, teachers and adults, etiquettes on food in the everyday life and etiquettes between men and women. Although the contents does not exceed the scope of Sohak, he selected reasonable contents and composed with practical contents. Thus, it is practical. Dasan also attempted to make a novel interpretation on Saseo (四書), i.e., Noneo, Maengja, Daehak and Jungyong. His new interpretation on Saseo can be considered as ethical textbooks in a broad sense. Dasan considered the key ethical principle of Saseo (四書) to be Seo (恕). Accordingly, he thought it is very important to understand and practice ethical principle of Seo (恕). Dasan studied and annotated "Simgyeong(心經)" and "Sohak(小學)" for self moral discipline. And, he thought it is utmost important to understand and accept the existence of Sangje (上帝) in order to keep moral mind. He believed it to be important to have Gyesingonggu (戒愼恐懼), which is to aware and respect the existence of Sangje (god) for self discipline and Sindok (愼獨) to be cautious about things that only he was aware of. He thought that if people are aware of Sangje (上帝) and make dialog with Sangje, the will of Sangje could be expressed into Dosim (道心). In the ethical education, it can be said that, ultimately, the awareness on the absolute being is the most important point to Dasan.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.1-13
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• 2022

In Confucianism, education is also meaningful in teaching and changing, but the meaning of education in Chapter 1 of "Jungyong" is very concise and implicit. In Chapter 1 of "Jungyong", "Cheonmyeong(天命)" is called "Sung(性)", and it is called "Do(道)" to follow "Sung", and it is called "Gyo(敎)" to cultivate this "Do". In short, it is education(Gyo) that is practiced to follow the "Mandate of Heaven(Cheonmyeong)". Therefore, the meaning of education in Chapter 1 of "Jungyong" is in line with "Su(修)". Here, the meaning of education does not mean knowledge transfer or teaching scriptures such as the so-called "Cheonja" or "Analects". It means enlightening and cultivating the principles of the world. Discipline is self-change. The inner expansion of an education is to be cultivated, and the teaching of cultivation to others is to be an education. As such, at least in Chapter 1 of "Jungyong", discipline and education are synonymous. If one goes to oneself, it becomes a discipline, and if one goes to others, it becomes an education. The reason why this is important is that we can reconsider the true meaning of education. The universal definition of education today is the transfer of knowledge or skills. However, in "Jungyong", it was said that education is to help others cultivate them. It is not important to convey knowledge or skills, but to help them realize their own "Mandate of Heaven(Cheonmyeong)" so that anyone can wake up and live happily.

• The Journal of Korean Philosophical History
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• no.27
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• pp.145-166
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• 2009

This paper analyzes the views of Gyeongjae O Chiik on Classical Studies. O is the second son of Noju O Heesang (1763-1833). The characteristics of his views are as follows. First, unlike his father, Gyeongjae is more interested in Chinese Textual Criticism than in Hsing-li hsüeh. Therefore, he provides textual interpretation in detail with erudition in his Manrok and Munjip on the formation and problems for such classics as The Four Classics, The Classic of Poetry, The Book of Changes, The Rites of Zhou, The Book of Rites, and The Spring and Autumn Annals. Second, his openness. He didn't canonize The Book of Changes. Also, he thought that the analysis of Jeongja in his Annotation on the Book of Changes and Zhuxi's Original Interpretations, the absolute authority of the time, were not the only interpretation possible. He argued that other interpretation is possible depending on perspectives and it is desirable. We can see that Gyeongjae had transcended the world view of Zhuxi Studies. Third. he put the emphasis on the theories during the Han dynasty. He showed the inclination toward the Yuheung theories rather than Zhuxi theories in regard of the discussion of names in The Analects of Confucius. Fourth, unlike other Confucius scholars in Chosun, he showed interests in Gongyangjeon and Gokryangjeon. He compiled Gonggokmunseon with beautiful writings from both works. Fifth, he was interested in the dynamics of constant numbers. He grasped that what is important in the Book of Changes is not right principles but constant numbers and points. Thus he compiled Sangjeomyuhoe. Besides, he was also interested in the Rites of Zhou.