• The Journal of Korean Philosophical History
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• no.41
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• pp.93-127
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• 2014

Toegye and Yulgok both tried to obtain the extent of goodness from the emotion they feel in reality. Toegye thought the extent of goodness is being obtained by Li[理], Yulgok thought it by Chi[氣]. But Four Bases[四端] as goodness from Li[理] would possibly threat the human identity, and the emotion of appropriateness as goodness from Chi[氣] doesn't even prove itself that it is appropriate. They explain the problems and answers through Theory of Human Mind?Moral Mind. Toegye explains that Moral Mind is meaningful as it make people identify themselves as moral existence, Yulgok explains Moral Mind is meaningful that it satisfies standard of appropriateness. While Toegye and Yulgok define Moral Mind and Human Mind as emotion of Yi-fa[已發], Chutzu defines Moral Mind and Human Mind as consciousness. and he defines consciousness as 'preparing Li(理) and practicing the emotion'. So according to Chutzu, Moral Mind and Human Mind derives the reaction from the Li(理) in order to respond to the external stimulation. Supervision of mind is completed by consciousness of Moral Mind. It means that mind not limited to Yi-fa[已發]. Then we should think that Toegye and Yulgok's Theory of Human Mind?Moral Mind is something newly resulted from their own philosophic problem. Toegye and Yulgok's Theory of Human Mind?Moral Mind is commonly explaining human mind in experiential aspect, and it will be esteemed as definite and realistic theory of Mind because it emphasizes willingness which motivates an essential activity.

• The Journal of Korean Philosophical History
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• no.38
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• pp.303-328
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• 2013

The purpose of the present article is to understand moral instruction through Ethics written by Spinoza and enable the implications drawn from its understanding to give shape to lesson plans. In his representative book titled Ethics, Spinoza speculates ultimate substance from the metaphysical perspective and converges it into ethics. The ultimate substance, which is a cause of itself, refers to immanent cause of all things that have numerous attributes as essence. All things in nature develop the substance and exchange influence among individuals at the same time. A human in the influential relationship perceives things based on one's beneficialness and assigns moral words of good and evil. However, a human, who is a mode of substance, should escape from morals that are superficial, relative, and objective, in order to realize nature. Becoming a more complete human requires going through moral imagination in reality but going beyond the imagination ultimately. Moral instruction premises the moral imagination of a student who exists as a mode; meanwhile, it is a study to escape from the influence of moral imagination. Good and evil arise from the limitation that an existing human has, but if a life is to preserve the necessity of ultimate substance, moral instruction can be defined as the processes of alleviating the influence that hinders a human's nature from being realized. Giving shape to this processes with the basis on the Spinoza's epistemic argument, moral instructional texts can be composed of stages to form more adequate moral ideas about moral subjects gradually and cumulatively. The moral instruction like this expects moral awareness which is relatively perfect than the present moral imagination. Furthermore, with the teaching and learning like this sustained, it is expected that ultimately the limitation arising from sensible perception can be overcome to approach the realization of a human's nature.

• Journal of the Daesoon Academy of Sciences
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• v.47
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• pp.139-172
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• 2023

This study aims to look into the concept of Human Mind and Moral Mind and the issue of their axiological interpretation in Daesoon Thought. In the Song dynasty, the concept of the Human Mind and Moral Mind was understood as indicating two aspects of the universal Human Mind. Discourse on this theory was undertaken by scholars such as Cheng Yichuan (程伊川), Su Shi (蘇軾), and Zhu Xi (朱熹). The differences between the Human Mind and Moral Mind were interpreted as issues of cultivation. The discussion of the Human Mind and Moral Mind were established through a systematic theory by Zhu Xi, and this developed into various forms of discourse and ideological stances thereafter. One of the most important issues of the Human Mind and Moral Mind theory was its axiological interpretation, which was divided largely into three patterns. One was to interpret the Human Mind and Moral Mind as evil and good respectively (proponents included Cheng Yichuan and Zhu Xi in his early theories), the other one saw them as value-neutral and good (proponents included Zhu Xi, Toegye 退溪, and Yulgok 栗谷), and the last one interpretation held them as pre-evil and pre-good (Dasan 茶山). As the Human Mind and Moral Mind can be seen as a universal human issue, the examination of those patterns in the Confucian tradition would be meaningful for understanding the Human Mind and Moral Mind as a theoretical base in Daesoon Thought. In Daesoon Thought, the Human Mind and Moral Mind are defined as private and public respectively, but no further explanation is provided regarding these items. If we infer by considering the two in the light of the overall ideology and values that Daesoon Jinrihoe pursues, the Human Mind can be said to represent basic biological desires such as clothing, food, and sexual satisfaction all of which are human vital activities needed for the preservation of the human race. The Moral Mind can be seen as a mind that is set upon practicing morality and realizing the ideological aims of 'supporting the nation and comforting the people,' 'vast saving all creatures,' and achieving 'harmony and peace for humankind.' However, the conscience and the selfish mind, which are related axiologically to the Human Mind and the Moral Mind, are defined respectively as good and evil and explained in a relatively systematic way which includes conceptual claims and details on the origin of these aspects of mind. The reason why the discussions of the conscience and selfish mind are more systematically described than the Human Mind and Moral Mind seems to be that issues relating to the conscience and selfish mind are more directly applicable to matters of religious doctrine.

• Journal of Korean Philosophical Society
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• v.129
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• pp.141-166
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• 2014

Xìng $sh{\grave{a}}n$(性善) theory of Mencius combined xìng(性) that means physical characteristic of human together $sh{\grave{a}}n$(善) that means moral value or moral behavior. Therefore in other to verify the meaning of xìng $sh{\grave{a}}n$(性善) we need to analysis human nature in Psychology and moral norm in Ethics simultaneously. And that necessity justified Moral Psychological approach to xìng $sh{\grave{a}}n$(性善). Mencius combined a priori morality and a priori moral norm and asserted xìng $sh{\grave{a}}n$(性善). And than he presented an example for a basis or a clue of mora norm and explained grounds of moral behavior. But various theory Moral Psychology considered morality as an attachment or derivation of human nature. So another new Moral Psychology is needed to investigate Mencius Xìng $sh{\grave{a}}n$(性善) theory in a viewpoint of Moral Psychology. And than that must managed morality and moral norm as essential problems firstly. That because Mencius considered human as a moral subjectivity and seek the clue or basis morality and moral norm in human nature. And secondly that must managed moral intelligence as a emotional intelligence, because of $li{\acute{a}}ng$ $n{\acute{e}}ng$(良能) $li{\acute{a}}ng$ zhī(良知) of Mencius meaned moral intelligence which was derived from blood tied and moral emotion.

• The Journal of Art Theory & Practice
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• no.13
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• pp.157-184
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• 2012

This essay examines Jacques Callot's Les Grandes Mis$\grave{e}$res et Malheurs de la Guerre (1633) as a moral meditation on war as catastrophe. It also uses Callot's Miseries to reflect on the nature of catastrophe as such, particularly as "An event producing a subversion of the order or system of things." As such, catastrophe refers less to nature or the natural gone awry, than it does to the abnegation or suspension of moral aspects of human nature. More than a reflection on war as catastrophe, and catastrophe as fundamentally moral, Callot's Miseries are a timeless meditation on aspects of the human condition; or on human beings in what amounts to state of nature-as evidenced in times of disaster. Such reflection, again, does not by itself imply that all war-even when catastrophic-is unnecessary, let alone necessarily unjust. But it does suggest that artistic engagement with war understood as catastrophic, may yield insights into human nature that are as important to human self-understanding as those represented in artistic subject matter that is more quotidian.

• Journal of Korean Philosophical Society
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• v.146
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• pp.271-307
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• 2018

The purpose of this study is to elucidate on moral education's direction in the age of transhumanism. For transhumanism's moral education, I suggest a genetically modified plan, moral artificial intelligence method, and pharmacological method for moral bio-enhancement. I also suggest a plan for anti-transhumanism's moral education. Anti-transhumanism as a position in the ethical debate on human enhancement makes two main claims. One is a moral claim that human enhancement may disregard or violate something intrinsically valuable about human nature. The other is a political claim that human enhancement should be banned or severely restricted. In this article, I try to make a critical evaluation of transhumanism and anti-transhumanism. For this aim, I critically analyze the logic of both. Finally I argue that transhumanism's moral education has technological strengths and ethical weaknesses. But transhumanism's moral education can overcome the ethical weakness through human enhancement debate and real possibility. Anti-transhumanism's moral education needs to make significant influence through traditional education.

• (The)Study of the Eastern Classic
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• no.32
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• pp.129-158
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• 2008

After Four-Seven debate in late 16C, Korean Neo-Confucian scholars had developed their theories on human nature and morality such as Insimdosimsoel (theories on the moral emotion and desire), Inmulsoengron(theories on human nature and animal nature), Mibalsimcheron(theories on the calm mind as the embodiment of morality). Confucian scholars had been active member of society since acceptance of Neo-Confucianism. They had the plans of social reforms on the basis of moral self cultivation from the elite Confucians to commoners. So the Confucian scholar took part in the foundation of new Confucian kingdom, the Joseon Dynasty(1392). Kwon gun(1352~1409), the famous Neo-Confucian scholar wrote Iphakdosoel(pictogram for beginer of Neo-Confucianism) which emphasized the importance of moral self cultivation and that the mandate of heaven in human nature is identical with Li, the moral principle which the origin of the human intrinsic moral ability as the basis of unity with man and heaven. He thought that ethical life is identical with mandate of heaven, so he insisted all the member of society should follow Li, the moral principle which the origin of human morality and social goodness. Also he emphasized the morality was the intrinsic and most important value of human being. Therefore ethical life became essential part of self cultivation. Joeng Ji-un(1509~1561) wrote the Chunmyongdosoel (pictogram of mandate of Heaven), the start point of Four-Seven debate in mid 16C. Joeng followed Kwon's theoretical line. He emphasized the importance of moral self cultivation and the human intrinsic moral ability. He wrote that the Four moral emotions arise from Li, the moral principle of mind, while Seven emotions arise from Ki, vital force of body. He insisted that human being should control Ki, the vital force to follow the Li, the moral principle of mind. This Korean Confucian scholars developed theories of morality and self cultivation. This theories not only show the philosophical speculation of Korean Confucian scholars but also show the social idealism and moral utopianism which grounded on the human morality. So they had trust in human morality which can guide human being into the right track to the good and peaceful society. These tendencies are main characteristics of Korean Neo-Confucianism which has seen from the begining of acceptance of Neo-Confucianism. Some modern philosophical criticism which insist the Korean Neo-Confucian theories such as Four-Senven theories was indulged in academic discussion are not only neglect the historical realty but also ignore the potential of Korean Neo-Confucian heritage.

• (The)Study of the Eastern Classic
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• no.68
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• pp.379-408
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• 2017

What I wish to show in this paper is the moral educational implication on "The Minor Annotations of Elementary Learning(小學枝言)" in a position to consider the alternatives about personality education problems by searching viewpoints on moral training theory on the book. "The Minor Annotations of Elementary Learning(小學枝言)" was written by Dasan Jeong-yakyong(茶山 丁若鏞, 1762-1836). In the oriental philosophy, a moral training theory is built on the base of human nature theory. Dasan's moral training theory was also built on his human nature theory. Undoubtedly we could consider that his difference from the moral training theory of Confucianism is reflected in his moral training theory putting stress on practice. Dasan criticized the moral training theory of Confucianism because of its static aspect contemplating mind internally. He stands on the position that the virtue can be come true by the concrete practice. The establishment ground of Dasan's moral training theory is on his theory of human nature's preference(性嗜好說). Dasan didn't consider benevolence, righteousness, propriety, and wisdom(仁義禮智) as human nature. He considered that the human nature prefers goodness. So there is no perfect human nature or principle originally to human beings but also directionality to be displayed. We can say that the virtue building by cultivation of directionality get connected to moral training theory. Dasan considered ?The Minor Annotations of Elementary Learning(小學枝言)? as a practice book for moral training which develops individuals' personality through practice in the reality. He thought that the book cause individuals to follow 'the elementary way(小道)' and to learn 'the elementary art(小藝)' more than academic pursuit. From this viewpoint he showed the practice(行事) of judgment(權衡) by keeping the attitude for the scripture interpretation to pursue the right principles(義理) based on Chinese exegetics(訓?) and the historical evidences(考證) through the whole book. And in the book he suggested the standard of the whole-person education to develop the human nature based on his theory of human nature's preference(性嗜好說), to cognize relationship as an ethical existence, and to pursue the harmony with graphonomy(字學) and Ethics(道學). So we can regard that he realized his practice centered moral education philosophy in the book.

• Journal of the Korean Geographical Society
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• v.48 no.1
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• pp.128-150
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• 2013

This paper is to examine the interrelationship between morality (or ethics) and geography and education in terms of the moral and ethical dimension embedded moral turn in geography. Since the 1970s, the geography have morally turned with stressing realization of social relevance and justice through interest on moral issues such as the spatial inequality and human welfare in the world of difference. This moral turn in geography has formed the area of moral geography, and emphasized the ethics of care and responsibility of human and nature with warning of immoral geographies of others and nature in the world of difference with the recent trend of postmodernism. For morally careful geography teaching, it is now good time that geography educators need to think the moral turn in geography education. If geography education is willing to contribute to make a better world, it needs to reflect more morally on geography curriculum and instruction in terms of the ethics of care and responsibility.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.1-12
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• 2012

This study examined the influences of age, offenders' intention, victims' emotional reactions on the moral emotional understanding of preschool children. Eighty eight children aged 4, 5, and 6 participated in this study, and were interviewed using four moral transgression stories. The responses of the children were then analyzed in terms of the levels of moral emotional understanding, from error through to the understanding of secondary emotions. The results indicated that older children showed higher levels of moral emotional understanding than younger children. Additionally, children's moral emotional understanding was higher in situations in which offenders' behaviors were intentional, and in which the victims expressed sadness. The attribution of moral emotions was influenced by victims' emotional reactions only in 6-year-old children. Discussion of these results also included the development of intervention programs for children with aggressive behaviors, as well as a number of suggestions for future study.