고종 즉위 초기 군주관 형성과 그 내용

Abstract

In December 1863, 12-year-old Kojong(高宗) rose as the 26th monarch. And until 1873, Kojong continued to concentrate on autocratic education while partaking in and collaborating with Daewongun(大院君) in his policy-making decisions and progress. During this period, this allowed Kojong to devote himself to imbibing the qualities of an emperor amidst a relatively open and safe political power structure and to form Confucian democracy ideologies and autocratic perspective. The key of ideas of monarch was the logic of a proxy for providence and public sentiment(天命論), the logic of the only successor to the royal ancestors(祖宗繼承論), the logic of all people's lord and father(君父論), the logic of all people's lord and teacher(君師論). The logic of a proxy for providence and public sentiment(天命論) meant monarch had to reflect providence and public sentiment to state management. Especially, Kojong had to take a serious view of the logic of a proxy for providence and public sentiment for legitimizing accession. In a situation like this, Kojong revealed his talent of quality as a monarch through expression about performing of providence and public sentiment. The logic of the only successor to the royal ancestors(祖宗繼承論) meant monarch had to succeed to the rights and duties of tradition of the royal ancestors. It was applied to emphasize lineal descent of royalty of succession to the throne of Kojong and to control state administration of Kojong. Also Kojong mentioned it very often because it was easiest to show his conduct and speech was right. Therefore he was going to take the justifiability of his policies by presenting precedents or traditions of ancestors. The logic behind status and power of a monarch equal to that of father(君父論) meant monarch had to care for all his people like a father. If he did, monarch could rightfully demand loyalty from his people. Such people's loyalty to their monarch became basis of monarch's sovereignty. Also the logic behind status and power of a monarch equal to that of teacher(君師論) meant monarch had a responsibility for the education and guidance of his people. And these logics behind status and power of a monarch was a point of Kojong's grip of power. These ideas of monarch gave sacred status and power to monarch and urged active role of monarch. Under these circumstances, Kojong became to recognize how much monarch meant to his people and nation. And Kojong pursued and consolidated state management under monarch's hegemony based on these ideas of monarch.