근대 전환기 實心實學의 다층적 함의

Abstract

This paper is a comparison analysis of practical Learning based on the Sincere Mind under the doctrines of Yang-ming studies and those under neo-Confucianism. The ‘Sincere Mind and Practical Learning’ has been mentioned as a characteristic of Hagok’s School representing the Yangming’s School of Chosun. But the philosophy was not appropriated by the Hagok’s School only. Particularly during the transition period of modern age, Confucian intelligentia pursued academic re-interpretation and practicing with the focus on this Sincere Mind and sciences as a response to the then crisis situation with Western civilization inflow and sovereignty pillage under imperialism. Neo-Confucianists such as Jongsuk Gwak and Wu Jun called for the completion of neo-Confucianism based on veracity once again to preserve and follow the essence of traditional study and moral practice rule. Their philosophy of Sincere Mind and Practical Learning was to ‘pursue practical learning with Sincere mind set.’ This Sincere Mind is to explain the attitude of pursuing practical learning, thus, different from that of the Hagok’s School, which bases on practical mind. Hagok’s School including Gunchang Lee, Gunseung Lee, Gunbang Lee, and Inbo Jung, more stressed independence on the foundation of veracity in their doctrine of Sincere Mind and practical Learning. This Sincere Mind and sciences of them referred to practical sciences implementing practical mind. Therefore, Practical Learning are subject to change according to where the truthful mind of Sincere Mind aims at. Here, it is important to have the kind of Sincere Mind that is constantly true without hypocrisy. Then, the Sincere Mind would always be there to present reasonable argument. Such discrepancy in interpreting ‘practical Learning based on the Sincere Mind’ led to the gap in practice theories and practice patterns, presenting deep implications even to the modern society.