한국의 주자학 도입과 이에 관한 연구의 주요 쟁점

Abstract

The examination of the introduction of Chu Hsi Learning is about what the essential things of Chu Hsi Learning, which had been brought into Korea, are and what its distinctive features are. Thus, this examination comes to be a kind of trials to find possibilities of the establishment of “Korean Chu Hsi Learning.” The examination begins from the question “Through which way Koryŏ scholars brought Chu Hsi Learning into their local learned circles, and how finally they adapted it into Korean style one?.”　Yet, more specific and ultimate question has to be “What kind of Chu Hsi Learning was adopted into Koryŏ?”, “Did it have any elements of Chu Hsi Learning the fad of which was sweeping Yüan?”, “If it had philosophical elements of Yüan Chu Hsi Learning, what were those elements?”, “Did Yüan Chu Hsi Learning have any elements of Lu Jiuyuan(陸九淵)’s the Learning of Mind?”, or “Why, in Korea, only Chu Hsi Learning-colored studies had developed, compared to that Yang Ming Learning came into full bloom in Ming period?” All these questions ask us to clear up each philosophical category in which questions are involved themselves and their ideological inclinations. Due to this, we have to not only examine the differences between Korean Chu Hsi Learning and Chinese one but also to judge those differences in a broader point of view. We have to call our attention to the fact that “the examination of the introduction of Chu Hsi Learning into Korea” is the part of an ideology historical science. Thus, synthesized and systematic researches are needed and for this, moreover, we have to carry out deeper investigations, consulting more and broader research materials.