조선후기 소론학계의 知覺논변

Abstract

This study discussed the flow of argument on perception (知覺) in the Soron academic circle during the late Joseon Dynasty. Because the argument on perception between Min Yi‐seung and Kim Chang‐hyeop, which was well known among the scholars in those days, exerted considerable influence later on the Noron academic circle, previous discussions on the argument on perception have been focused on the formation of the Horak debate(湖洛論爭) and the perception theory in the Noron academic circle. This study, however, considered it necessary to confirm that Min Yi‐seung’s view during the argument on perception was re‐established in the earlier argument on intuitive knowledge with Jeong Jae‐doo and that there had already been discussions on it within the Soron academic circle, and to review the flow of the argument on perception in the Soron academic circle in those days. The argument on perception in the Soron academic circle led by Lee Se‐pil, Choi Seok‐jeong, Min Yi‐seung, Jeong Jae‐doo, Yoon Jeung, Park Se‐chae, etc. in the 17th to 18th centuries was not made systematically with continuity, but as debates were repeated, discussions on perception and nature (性) developed into depth. Argument on perception in those days is largely divided into four parts: 1. argument on vacuous spirit centering on textbook 『Simgyeongseokeui(心經釋疑)』 ; 2. argument on intuitive knowledge between Jeong Jae‐doo and Min Yi‐seung; 3. argument on perception between Min Yi‐seung and Kim Chang‐hyeop; and 4. junior scholar Shim Yook’s criticism and his perception theory. Discussions on perception basically take place due to difference in the understanding of the concepts of reason and nature, and depending on the definitions of the concepts, the moral subject and the placement of dominance go in a totally different direction. The argument on perception in the Soron academic circle during the late Joseon Dynasty shows that the scholars shared the consciousness of philosophical problems and communicated with one another although there were two tendencies and different scholastic inclinations.