• The Journal of Korean Philosophical History
• /
• no.35
• /
• pp.249-274
• /
• 2012

This article looks at the thought of Oh Jae-soon's seonggong sasangin Jeongjo period while focusing on his Seonggongdo and Seonggong doseol. his thought will be explained as seen below. First, he gave more emphasis on seonggong, not seonghak, which is a concept abbreviated from Seonginjihak.He actually gave more importance to practice than to scholarly work. Therefore, the essential concepts provided in his work are most related with drills and practices. Second, he focuses on dotong(characters). Looking at Yosunwoosangjeonsimhakdo, he presents dotong ((Yo-Sun-Woo)-Kongtzu-Chengtsu-Jasa-Mengtsu-Chungtzu), while presenting himself to such a scholarly inheritance. Third, he intended to provide his interpretation based on his consistent thought. He actually classified and analyzed all the characters and classics based on the principles of knowledge, practice, self-esteem, bitter words, diligence. In addition, all things are classified with these five items as shown above. Fourth, he analyzed classics and presented his ideas in simple terms and concepts. Fifth, he deals with the seven Chinese Classics and particularly he emphasizes Shizing and Shujing. He did not mention Chunqiu (the Spring and Autumn Annals) and Liji (The classic of Rites),both of which he did not consider as adequate. Sixth, Sunam's thought was inherited to Ganjae Jeonwoo's soonamhakgyeol.

• The Journal of Korean Philosophical History
• /
• no.35
• /
• pp.415-443
• /
• 2012

The moral instruction expresses and conveys a abstract objects so called moral. And it pursues occurrence of moral meaning contained a emotion. In these respects, there is a resemblance between moral instruction and artistic symbolic language. Meanwhile, the poetry are a typical form of artistic symbolic language, and especially poetic symbolism is a representative and possible way that expresses accepting a meaning of abstract objects. Then a moral instruction needs to be poetic symbolism. The poetic symbolism that a moral instruction intends to resemble is a linguistic expression, but at the same time that is a expression beyond a linguistic limitation for conveying the metaphysical meaning. For this, the poetic symbolism reveals visible and concrete vehicles that imply invisible and metaphysical tenor. At this point, poetic symbolism is characterized with sameness, implicitness, polysemy, context, allness. The poetic symbolism having these characters appears personal symbol of poet as combined with creative imagination, and is experienced poetic meaning as combined with creative imagination of reader. The moral instruction as a poetic symbolism offers learning experience similar to poetic experience. The moral instruction as a poetic symbolism would be constructed not a logical or prosaic explain but symbolic form that can draw various moral meaning. For this construction, first, we might find a symbolic media for materialization of teaching contents. Second, moral teaching should be constructed to be searching moral meaning of symbolic media. Third, moral teaching should be constructed to be interpreting moral meaning of symbolic media. When teacher can construct moral instruction as possible as similar to poetic symbolism, student can learn moral meaning combined with emotion through their response and interpretation to the teaching. It is very similar to good poem that is sympathized and accommodated poet's theme by reader.

• The Journal of Korean Philosophical History
• /
• no.25
• /
• pp.7-40
• /
• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• The Journal of Korean Philosophical History
• /
• no.35
• /
• pp.109-129
• /
• 2012

At this point, in Confucianism's schools debated about analysis for early theory and latterly it of nature between human and animal in Nongam Kim Changhyob's Confucianism. Oh Heeshang argued early theory about Shanguzaezungyongmunmok, written by Kim Changhyob, and establishment of theory about Yokuonyudozaelonshabyonnokbyon, written by him. Kim Changhup, brother of Kim Changhyob, argued so early theory about Shanguzaezungyongmunmok. O Yubong, student of Kim Changhyob, argued establishment of theory about Sobyon and Zabzee, written by Kim Changhyob. While, Yim Songzu argued early theory and establishment of theory about Zabzee. As a result, presenting researchers argued the same as. That is, they interpret early theory about difference of nature between human and animal in Kim Changhyob. they interpret about the same of nature between human and animal in it. However, Kim Changhyob wrote difference of nature between human and animal in Shanguzaezungyongmunmok. While, he wrote difference it and the same it in Yokuonyudozaelonshabyonnokbyon. He thought the same li between human and animal. However, he thought difference hyongki them. Furthermore, He wrote difference it and the same it in Zabzee. Therefore, they had depended on Kim Changhyob. As a result, posterity scholars interpreted early theory and establishment of theory about his theory. they depended on his authority. However, he changed himself theory.

• The Journal of Korean Philosophical History
• /
• no.52
• /
• pp.213-241
• /
• 2017

The systematic research on the Joseon history under Japanese imperialism in the 1920s, including that of the Joseon History Compilation Committee, was one of the stratagems that Japan employed to perpetuate the colonization of Joseon. The 'renovation of national traits', one of the three cultural measures taken by Japanese imperialism after the 1919 Independence Movement, was an attempt to degrade Joseon's nationality as extraneous, dependent, factional, and uncivilized. Against this, Koreans tried to create their own tradition that could prove Joseon's uniqueness and independence. The purpose of their study on ancient history, which became animated in the 1920s, was not to escape from the reality of Joseon into the idealized past, but to construct the history of Korean people anew. In this context, Dangun could refer to cultural identity as the communal origin of the nation, and this invented identity could lead to the healing of the injured subject. An Hwak's attempt was part of this efforts to call out myth as history. He suggests that Joseon's national traits are superior even to the Western civilization in several ways, and his vast plan to set up Joseon's cultural uniqueness and identity as history of universal civilization bore fruit in the History of Joseon Civilization. With cultural research for figuring out Joseon's national peculiarity and identity and historiography for revealing Joseon's national potential, he makes it possible for people to imagine various agents in the Joseon's past as belonging to a single nation with an identical history. Through his study on Joseon, he fought back the Japanese colonial view of history and tried to exalt national consciousness. Asserting independent and rational individuals as agency of civilization and culture though firm in the national perspective, he eventually went a way quite different from that of Japanese history of culture.

• The Journal of Korean Philosophical History
• /
• no.27
• /
• pp.167-196
• /
• 2009

The king-vassal-subject relation in neo-confucianism can be elucidated in their status context as well as in their communicative context. In their status context, there are two aspects of power such as sovereignty and rule. Chu-zhi thinks that subjects are nobler than king in the aspect of sovereignty, but the relation is reversed in the aspect of ruling power. These two relaitions are not contradictory, but compatible. When ruling power operates, he thinks, king, vassals and word-watching officials(諫官) must check each other. In their communicative context, there are theories of sympathy and public discourse. Sympathy consists of moral sympathy through virtue politics and emotional sympathy through enjoying together. Chu-zhi finds a theoretical basis of public discourse in the place where heavenly principle meets with human mind. Public discourse is to search for common good. Institutional arrangements for public discourse are the official's rights to open and free speech. He thinks that word-watching officials must be speech leaders.

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

• The Journal of Korean Philosophical History
• /
• no.27
• /
• pp.255-292
• /
• 2009

This thesis is to study on the prospect of contemporary and theory of contemporary Chinese Neo-liberalism philosopher in the 1990s. The previous Chinese liberalists focused only on political and cultural liberalism, neglecting economic liberalism. As a result, liberalism has not taken root in China. Therefore, the social problems of contemporary China are caused by immature and unregulated market economy controlled by the government, not by the market economy. On the other hand, the social relationship in China is not capitalistic yet. The Chinese need to take the gradual developing step to modernize China. China needs to begin an effort to reform China by the way and speed of the refolution, which lies between reform and revolution; not by making new value system, but by keeping daily ethics and rediscovering the Chinese value system, which is the same as universal ethnics. Moreover, it can solve the mental, cultural problems of modern society. Modernization will be achieved not by ruining the Chinese traditions, but by adjusting the traditions, keeping, and strengthening. Consequently, China will be able to move from agricultural absolutism to modern democracy. The democracy can exist only based on the market economy. Therefore, the goal will be accomplished by democracy based on the market economy starting from Confucian tradition.

• The Journal of Korean Philosophical History
• /
• no.27
• /
• pp.63-84
• /
• 2009

I analyzed about the Ruyi(儒醫)'s mind on this article. Ruyi led and Nei-Jing (內經)'s Xin(心)-Shen(神)-Qingzhi(情志) it developed a medical theory. Qingzhi comes true confucianism aims became the good tool. Junhuo(君火)-Xianghuo(相火) for them to apply medically. Junhuo-Xianghuo is a possibility of seeking a ground from Nei-Jing. Junhuo governs all body and Xianghuo takes charge of the role which raises the body. It is to divide huo(火)with relationship of the king and the liege man. After Yuan-dynasty(元代) Ruyi medical sciences grasped Junhuo-Xianghuo with confucianism structures. The representative scholar is Zhu zhen-heng(朱震亨). I analyzed Zhu's Junhuo-Xianghuo. Xin-huo rules over the body. For expression of active Chi, it set the dual structure-'Junhuo-Xianghuo'. And it divided Junhuo from desire and sentiment. And Zhu zhen-heng attempted Taoism and medical science and Confucianism from the process under integrating. And analyzed Junhuo-Xianghuo Confucianism meaning. With Junhuo-Xianghuo and Confucianism described a relationship in the Zhu zhen-heng's theory. Finally view of Ruyi, medical science is the method of confucianism aims comes true.

• The Journal of Korean Philosophical History
• /
• no.28
• /
• pp.331-362
• /
• 2010

Simjae defined the relationship between Learning of Classics and Learning of the Mind-and-Heart as mutually interdependent. Clarifying "righteousness and principle" lies within the purview of "knowledge" and cultivating the mind-and-heart based on such knowledge lies within the realm of "action." Learning of Classics and Learning of Controlling the Mind-and-Heart thus can be understood as relationship between knowledge and action. If Simjae's theory of knowledge and action is applied to the relationship between Learning of Classics and Learning of the Mind-and-Heart, we can derive the following conclusion. His assertion that "knowledge precedes action" indicates that classical studies to explore the principle of goodness must precede mind-and-heart studies to cultivate the mind. In fact, only when we know what is the right principle can we cultivate our mind based on that principle. However, Simjae attached importance to action in terms of its significance. This means that the Learning of the Mind-and-Heart is "eventually more important" than the Learning of Classics which explores the principle of goodness. Thus, when linked to his theory on knowledge and action, Simjae 's philosophy founded on the twin pillars of classical studies and mind-and-heart studies can be summarized: "One must first delve into the principle of goodness through Confucian classical studies and then rectify one's mind based on knowledge thus gained."