• The Journal of Korean Philosophical History
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• no.32
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• pp.337-370
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• 2011

The academic circle of the Qing Dynasty has seen a new trend, mostly based on Han-Hak through the event of the publication of "Sagojeyo" and sought a new change in the sector of Spring Autumn-Hak as well. This study is focused on understanding and evaluation of the developmental process of especially the traditional Spring Autumn-Hak view, among some views of "Sagojeyo" by the book. "Sagojeyo" does a critical analysis of Gongyang-Hak and Gokryang-Hak and the interpretation of "Spring Autumn" made by Song-Hak scholars, and which seems a kind of preparatory step to build up a new research methodology for Spring Autumn-Hak. "Sagojeyo" emphasizes the importance of "Jwacijeon" and also points out its weaknesses and strongly demands the acceptance of strengths "Gongyangjeon" and "Gokryangjeon" have in order to compensate such demerits. Even further, it tries to evaluate Spring Autumn-Hak of the Song Dynasty objectively and reasonably as possible with no prejudice. Such analysis attitude made it possible for Spring Autumn-Hak to get a new turning point starting from the publication of "Sagojeyo". The new research methodology that comprehensively judges historical research and fidelity discourse could be one of important achievements discovered in the Han-Hak-centered academic circle in the early Qing Dynasty.

• The Journal of Korean Philosophical History
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• no.35
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• pp.7-42
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• 2012

The Ho-Rak controversy is an internal dispute in the Kiho School. Both Ho and Rak adopt the theories of Yulgok(栗谷) as their common standard of right arguments. The controversy continues almost two hundred years after the dispute between LEE Gan(李柬) and HAN Wonjin(韓元震). However, it does not develop rich theoretical resources. The fundamental issue of Ho-Rak controversy is how to define the relation of mind(心) and temper(氣質). Ho School regard temper as material of the mind, and so they insist that mind and temper are ultimately the same. But Rak School regard temper as desire of the body, and so they insist that mind and temper are the another one. The viewpoint of Rak School does not correspond to the view of the traditional Neo-confucianism. So we should understand that mind and temper are ultimately the same. However if we define that mind and temper are the same, and they act at the same time, then we can not insure the foundation of pure goodness in human mind. LEE Chulyoung(李喆榮) defines that mind and temper are ultimately the same, but they act alternately. It is the exact definition about the relation of mind and temper.

• The Journal of Korean Philosophical History
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• no.54
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• pp.243-272
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• 2017

The final purpose of this study is to construct new education model through the modernization of traditional education. Our citizenship education model is expected to facilitate the democratic personality and comprise the political education program. To achieve our research project, this paper have tried to reinterpret and categorize diverse the normative, political, ideal meaning of tradition. The modernization of traditional virtue and capability is the main source of democratical citizenship against liberal representative democracy. In this context, Our education model consists of the structure of educational system, the principle of operation and the role of subject, the method of teaching through the consilience of East and West educational philosophy and practice. According to our approach to overcome and the real problems of education, modern 'Sunbei' class model can enable to form community ethics and competence. Furthermore, our new class model will contribute to becoming a democratic citizen of student and the development of Korean democracy in the future. The order of discussion in this paper runs as follows. Firstly, we will investigate into dynamic change of the traditional value on the basis of the political perspective and seek the possibility of modern reinterpretation of traditional capability. Finally, we will complete new education model including both western value and Korean traditional value and the applicable to class teaching.

• 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.

• The Journal of Korean Philosophical History
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• no.32
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• pp.161-183
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• 2011

Lee Ik(李瀷) had put emphasis on the achievements by self-regulated academic learning through doubts, and at the same time that it was all-embracing. His academic attitude had set an example among the members of Seongho school(星湖學派), and his disciples had strived to emulate his style. The greatness of Seongho(星湖)'s study had been revealed by development of Seongho school(星湖學派) right after his death. He had argued that the six strokes of I-Ching should be read having it divided into inward and outward divine signs. He had stated his view clearly that the divine signs ranging from one stroke to six strokes were not connected, same as Shao yong(邵雍)'s method, but, the three strokes of inward divine sign as well as the three strokes of outward divine signs were independent from each other. Seongho(星湖) also had raised many questions about Shifa(筮法), and Bianyao(變爻) and Zhuzi(朱子)'s Shifa(筮法), or Yixueqimeng("易學啓蒙") "Kaobianzhan("考變占")". In view of the Shifa(筮法), Seongho(星湖) had helped Dasan(茶山) to present 'Shiguafa(蓍卦法)' by proposing different divination rule from Zhuzi(朱子)'s Method of Divination by Shiyi("筮儀"). Seongho(星湖) had not professed something significantly different from Zhuzi(朱子) in his I-xue. His study on I-xue had been accomplished under his goal of achievements by self-regulated academic learning through doubts. "Shiguakao("蓍卦攷")" is also same. I-xue of Seongho(星湖) had made a great contribution to form Dasan(茶山)'s I-xue in the later years.

• The Journal of Korean Philosophical History
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• no.25
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• pp.293-313
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• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• The Journal of Korean Philosophical History
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• no.36
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• pp.43-74
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• 2013

This paper aims to analyse Han Wonjin's criticism centered on Kim Changhyup's theory of Jigak(知覺). In the early 18th century, Kim Changhyup whose position considered as the leader of Rakhak(洛學) circle was the central figure in the debate on the controversial subject of Jigak. Han Wonjin as an opinion leader of Hohak(湖學)'s legacy was required to argue with his counterpart in order to establish his circle's standpoint. The main issue they discussed was the relationship between Ji(智) and Jigak. Kim contends that Ji and Jigak belong to different categories, and that the substance-function(體用) relation cannot be applied to them. According to him, the relation between Ji and Jigak is that of Do(道) and Gi(器). Similarly, the relation between Sim(心) and Sung(性) is that of subject and object. He also maintains that Jigak is not the phenomenalized mode of Ji, but the innate capability that employs Sung as the source of morality and turns it into feelings. In contrast, Han argues that Ji, as a ontological foundation of Jigak, is what enables Jigak to be a moral activity. In criticizing Kim Changhyup, Han maintains that if one denies the relation between Ji and Jigak, then one would have to characterize Jigak as a blind function with no moral sense. If one admits Jigak can have moral contents on its own without the connection with Ji, then one would have to allow two moral foundation, which leads one's idea into heretical beliefs. Han holds that Jigak can a moral function only when it is grounded upon Ji. In conclusion, Han emphasizes Ji as the base of Jigak that enables Jigak to realize morality while Kim emphasizes the role of Jigak as the principal agent of moral activity.

• The Journal of Korean Philosophical History
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• no.42
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• pp.105-131
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• 2014

The moral categories in the Mengzi have a close affinity with those of Kongzi. Mengzi fostered the Kongzi's teaching on virtuous rule and moral government, and taught benevolent government based on the virtue of benevolence. Mengzi set up a basis for Confucian teaching on human nature, and his teaching of the essential goodness of human nature has been accepted by most Confucian intellectuals. This study explores the Mengzi's teaching of moral education focussing on his instructional method to expand the goodness of human nature. Instructional method refers to educator-centered transmission of values, and it concerns mainly on how to deliver the educational goal and content meaningfully to the educatee. The main concerns of Mengzi's instructional method are teaching-standard setup, delivery of lecture key points, understanding of students' talent and situation, and encouragement of students' initiative. These points are all based on Mengzi's assertion of good human nature, and aim at forming a ideal personality. Confucian ideas of education lie in raising the well-rounded person through moral education. The well-rounded person can be characterized by noble men and sages with benevolence and righteousness. This means that the ultimate goal of well-rounded education is to lead people to attain the sublime moral stage through education.

• The Journal of Korean Philosophical History
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• no.50
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• pp.235-268
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• 2016

Gwon Geuk-jung wrote Juyeokchamdonggyejuhae(hereinafter Juhae) and established his Internal Alchemy(Nae-dan) Theory systematically in the former half of the 17th century. In its annotations, there are many quotes about Taoist books and figures, which leads to an estimation that the Chinese Taoist ideology must have exercised its influences on the formation of his Internal Alchemy Theory. It is thus needed to compare it with the Chinese Taoist ideology to have a clear picture of its characteristics and significance. The first step of the comparative research involved the estimation of Taoist books that Gown must have consulted and the examination of circumstances around Taoist books circulated in Joseon through the quotes in his Juhae, which were categorized into the ones that began with a book title, those that began with a name, and those that began in "In an old poem." They were compared with those of Dojang, and the results show that Gwon must have consulted various annotation books of Chamdonggye including Chamdonggyebalhui and various Taoist books including Gyujungjinam and Geumdandaeyo. The investigator then looked into Taoist books circulated in Joseon at the time when Gwon wrote Juhae and found a circumstance of circulation of annotation books of Chamdonggye by three families including Yu Yeom and collections of Taoist books including Doseojeonjip and Sujinshipseo. They were then compared with the Taoist books in the quotes of the author, and the results show that most of his quotes contained the Taoist books of Doseojeonjip. That is, the specific circumstances of books circulated in the former half of Joseon were clearly revealed in the quotes of Juhae. Of the Taoist books found in his quotes, Jin Chi-heo was most quoted, being followed by Jang Baek-dan, Seol Do-gwang, Jin Nam, Baek Ok-seom, and So Jeong-ji. It thus seems that Gwon was under the huge influence of Internal Alchemy Theory of Jin Chi-heo and Nam Jong.

• 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.