퇴계 학문의 성격과 학술사적 의의

Abstract

Toegye’s study is significant in the sense that it has formed a united and independent academic system since the acceptance of Neo-Confucianism at the end of the Goryeo Dynasty. In this way, Toegyehak(退溪學) serves as a milestone in the history of Korean Neo-Confucianism and set a certain guidance in the later development of Neo-Confucianism in Joseon. This article is a consideration for the nature of Toegye’s study in two controversial issues, practice in a moral and political context. There is an opinion that the study of Toegye is less practical than Nammyeong(南冥)’s study. However, this paper criticizes the opinion in that it came from differences in perspective on practice. Also, the paper proves that emphasis on theory in Toegye studies is deeply related to intellectual awareness requested for practice. Furthermore, this article mentioned that the study of Toegye has a nature not only the practice for self-completion but also the basis of Chi-Chi(至治). The study of Toegye is not distinguished from politics, at the same time politics cannot be established without the stage of self-completion based on learning. Therefore, learning has a public meaning, and it is also not differentiated from the study of Seong-wang(聖王), and the study of Sung-in(聖人). In this context, Sage Learning(聖學) is linked to the problem of the existence of the nation beyond the problem of individual self-completion. The political nature of Sage Learning is relevant to the Toegye’s learning that the Seong-wang should correct public sentiment by solidifying Sage Learning. For this, the study of Toegye emphasizes strict criticism of Heterodoxy(異端). In this way, It has many meanings, the study of Toegye. The study is linked to not only the individual practice of morality but also the success and failure of politics, even the existence of the nation. There is an emphasis on precise investigation of theory and also the strict criticism of Heterodoxy, prescribed as a study it is not right. However, the strictness is about the attitude of participating in academic debates, not the exclusivity to other studies.