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This study1 analyzes how the Ten Diagrams on Sage Learning (聖學十圖, sŏnghak sipto) (1568) written by T’oegye Yi Hwang (1501–1570) was disseminated and diffused amongst future generations of kings and Confucian scholars (16th–20th centuries). It also examines the characteristics of the perceptions of the Ten Diagrams on Sage Learning (聖學十圖, Sŏnghak sipto) that existed during the Chosŏn era. What’s more, based on a perusal in a chronological manner of related materials, this study reviews the characteristics of the dissemination of the Ten Diagrams on Sage Learning amongst the kings of Chosŏn; moreover, the annotations of Confucian scholars who emerged after Yi Hwang are used to analyze trends in terms of the diffusion of the Ten Diagrams on Sage Learning. Such an exercise is designed to analyze the characteristics of the perceptions of the Ten Diagrams on Sage Learning during the Chosŏn era from a diachronic standpoint. Based on this analysis of the characteristics of the dissemination of the Ten Diagrams on Sage Learning during the 16th–20th centuries, as well as trends in the annotation thereof, the perceptions of the Ten Diagrams on Sage Learning during the Chosŏn era can be summarized as follows. First, in its capacity as materials for the learning of monarchs (chewanghak) and of ideological significance of state administration, the Ten Diagrams on Sage Learning can be said to have a great influence on Chosŏn. One can see that it served as the standard model for the learning of monarchs in Chosŏn. Second,the trends in the diffusion and annotation of the Ten Diagrams on Sage Learning greatly influenced the course of the development and theoretical deepening of Neo-Confucianism (Zhu Xi’s School of Thought). The annotations of “The Mind Combines and Governs Nature and Emotions” (心統性情圖, Simt’ong sŏngjŏng to) Chapter of the Ten Diagrams on Sage Learning produced during the 17th century revolved around discussions about the differences between Yi Hwang and Yi Yi over the Theory of Mind and Nature (心性論, simsŏngnon), discussions which greatly influenced the deepening of the Theory of Mind and Nature during the development process of Neo-Confucianism. Meanwhile, reverence (敬, kyŏng) and simsŏngnon-related annotations of the Ten Diagrams on Sage Learning were actively carried out during the 19th century. This trend in terms of the annotation of the Ten Diagrams on Sage Learning can be considered as an example of the theoretical enrichment which the simsŏngnon-based standpoint and kyŏng-centered structure of the Ten Diagrams on Sage Learning introduced in terms of the deepening of the importance of kyŏng and the simsŏngnon in the subsequent development of Neo-Confucianism in Chosŏn. Third, we can see that Yi Hwang’s thought, which served as the foundation for their own thought, influenced the Silhak (Practical learning) scholars of Chosŏn.

목차

Abstrsct
 1. INTRODUCTION
 2. THE CONTENTS AND THOUGHT STRUCTURE OF THE TEN DIAGRAMS ON SAGE LEARNING
  Background to the Production of the Ten Diagrams on Sage Learning
  The Contents and Structure of Ten Diagrams on Sage Learning
 3. THE DISSEMINATION, DEEPENING AND DIFFUSION OF THE TEN DIAGRAMS ON SAGE LEARNING DURING THE CHOSON ERA
  The Dissemination, Deepening and Diffusion of the Ten Diagrams on Sage Learning During the 16th and 17th Centuries
  The Dissemination, Deepening and Diffusion of the Ten Diagrams on Sage Learning During the 18th Century
  The dissemination, deepening and diffusion of the Ten Diagrams on Sage Learning during the 19th century
  The Dissemination, Deepening and Diffusion of Ten Diagrams on Sage Learning During the 20th Century
 CONCLUSION
 REFERENCES

저자

• LEE DONGKUN [ 이동건 | 국제퇴계학회 ]

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