17세기 말-18세기 초 석실서원의 강학 실제와 특징 -농암 김창협의 강학 활동을 중심으로-

김자운 ( Kim¸ Ja-woon ) 한국서원학회 2020 한국서원학보 Vol.11 No.-

The purpose of this study is to examine the educational practice and its characteristics at Seoksil-Seowon led by Kim Chang-hyup from the late 17th century to the early 18th century. Seoksil-Seowon was built in 1656 to commemorate the integrity of Kim Sang-yong and Kim Sangheon, and has grown into a representative seowon of the Noron community in Seoul in the late Joseon Dynasty. One of the reasons is that around the 18th century, Seoksil-Seowon changed from a seowon focused on integrity to a seowon focused on education. Based on the political trends of society in the late Joseon Dynasty, the political position of the Andong-Kim family, and cultural characteristics and academic changes in Seoul, Kim Chang-hyup brothers had a very unique philosophy that was distinct from the mainstream Noron at that time, which adhered to Chu Hsi's Neo-Confucianism. And education and exchange at Seoksil-Seowon played a key role in spreading their philosophy to the academic world in Seoul. In addition, Seoksil-Seowon, which was once stagnant in the early 18th century, has reestablished its academic and political status as the home of Nak-hak(洛學) since the mid-18th century. This was thanks to Kim Won-haeng restarting education at Seoksil-Seowon, preaching Nakhak and raising many disciples. So far, many studies have been conducted on Seoksil-Seowon in the fields of history and philosophy. As a result, the historical, political, and ideological characteristics of Seoksil-Seowon were revealed, and Kim Won-haeng's philosophy and his educational activities were introduced. However, the preceding research on education of Seoksil-Seowon mainly dealt with the educational activities of Kim Won-haeng, and little of the educational activities of Kim Chang-hyup. The reason is that there are no direct data related to Kim Chang-hyeop's educational activities. Therefore, this study attempts to examine the practice and characteristics of the education Kim Chang-hyup conducted at Seoksil-Seowon from the end of the 17th century to the early 18th century by reviewing the education-related records in Kim's writings as much as possible. First, in Chapter II, I reviewed when was Kim Chang-hyup first started education at Seoksil-Seowon, who participated in the education, what was the qualification to enter Seoksil-Seowon, and whether those who were preparing for the civil service examination were able to enter, how long they had been educated, what books they studied in the Seowon, and how they were educated. Through this, it was possible to confirm the difference in educational activities between Kim Won-haeng and Kim Chang-hyeop. In Chapter Ⅲ, I examined Kim Chang-hyup's unique perspective on the study for the civil service exam and his self-cultivation theory. And it was confirmed in what point his viewpoint was different from Toegye, Yulgok, and Kim Won-haeng. In the last chapter IV, I reviewed what kind of hardships Seoksil-Seowon suffered and how the educational practice of Seoksil-Seowon changed after Kim Changhy-up died,

조선시대 서원(書院) 강학(講學) 관련 자료의 유형과 특징

김자운 ( Kim Ja-woon ) 충남대학교 유학연구소 2019 유학연구 Vol.48 No.-

The purpose of this study is to collect, to classify education archives of Joseon Seowon, and to examine characteristics of education archives. The subjects of this study are Sosu-Seowon, Dosan-Seowon, Dodong-Seowon, Oksan-Seowon, Donam-Seowon. According to the contents and nature of the archives, I divided educational archives into four types: the record of rules of Seowon education, the record of actual education, the record of ritual, and the record of financial. First, through the record of rules, I have identified how the rules are passed down and changed from Seowon to Seowon and impact of book publishing and distribution on changes in Seowon Curriculum. Secondly, through the record of educational practice, I have examined the size of students participating in Seowon education, the role of officers, the procedures and methods of education, the daily routine in Seowon, the methods of discussion and questions in lectures, and the role of teachers in discussions etc. Third, through the record of rituals, I examined customary rituals such as Gyeongdok(敬讀), the rites for opening class(開接禮) and the last class(罷接禮), and the rites for Master-Disciple Relationshipe(贄禮) in addition to official rites such as Jeongeuprye(庭揖禮) and Sangeuprye(相揖禮). Fourth, through the record of financial, we could see howthe late Joseon Seowon tried to continue the education by setting up a financial institution dedicated to education despite severe financial difficulties. The classification criteria and the typification method of education archives of Joseon Seowon that have been attempted in this study can be used as a model for systematically collecting and organizing the education archives of Joseon Seowon. However, this needs to be supplemented and discussed further. In addition, if a methodology can be developed to collect a wide range of materials that have been scattered over various materials through the classification and typification of the materials, it will contribute to expanding the horizon of Seowon research in the future.

조선시대 호계서원(虎溪書院)의 위상과 강학활동

김자운 ( Kim Ja-woon ) 충남대학교 유학연구소 2021 유학연구 Vol.55 No.-

Hogye-Seowon(虎溪書院) is the first Seowon established in Andong area to celebrate Toegye because it was a place where Toegye was reading when he was a child. After the 17th century, it has grown into a representative Seowon in the Yeongnam region along with Dosan-Seowon and Oksan-Seowon. Paying attention to the status of Hogye- Seowon, many studies have been conducted in the field of political history. However, there are only two thesis on education in the 19th century on the study of Hogye-seowon education. This is because there is little data on education of Hogye- Seowon. Therefore, I tried to trace the overall flow and changes of Hogye Seowon education from the 16th century to the 19th century by investigating the data on Hogye-Seowon education as much as possible. In Chapter 2, I first analyzed the operating regulations of Hogye-Seowon, and then investigated the relationship between Andongbu(安東府) and Hogye-Seowon. In 1576, Nam, chi-ri(南致利) created the operating regulations of Hogye-Seowon, imitating Toegye's Isan-Seowon regulations. However, there are obvious differences between the two. In addition, Hogye-Seowon was established and operated in a very close cooperative relationship with Andongbu. Through the analysis of the relationship, Chapter 2 I confirmed that the 16th century Hogye-Seowon played the same status and role as the Andong-Hyanggyo. In Chapter 3, I reviewed the educational activities of Hogye-Seowon from the 16th century to the 17th century. Through this, the operation status of children's education, the space used for education, the contents of education and the education method were confirmed. In Chapter 4, I reviewed the changes in the educational system of Hogye-Seowon, the changes in textbooks and educational philosophy, and the formation process of the school from the 18th century to the 19th century. Hogye-seowon's educational system began to change systematically starting with the Simkyung-Lecture(心經講會) led by Daesan(大山) Lee, Sang-jung(李象靖) in 1765. And in the 18th and 19th centuries, the book they studied hardest at Hogye-Seowon was Shimkyung(心經). In addition, the teachers at Hogye-Seowon put great emphasis on practicing what they learned in Seowon in their daily life. In other words, the characteristics of Hogye- Seowon education in the 18th and 19th centuries can be found in the learning of the mind and practical academic practices. Through the education at Hogye-Seowon, the people who led the schooling were forming a academic network leading to “Toegye Lee Hwang(退溪李滉)-Kim, Seong-il(金誠一)-Lee, Hyun-il(李玄逸)-Lee, jae(李栽)-Lee, Sang-jeong(李象靖)”.

지속 가능한 교육과 활용을 위한 서원의 교육환경-세계유산 등재 전후 문화재청 정책과 서원 교육프로그램을 중심으로-

김자운 ( Kim Ja-woon ) 한국서원학회 2021 한국서원학보 Vol.13 No.-

The purpose of this study is to explore the educational environment of Seowon for sustainable education and utilization. The use of seowon has been gradually revitalized starting with the cultural property utilization project promoted by the government in 2014 and the registration of the Korean seowon as a World Heritage Site in 2019. However, there is a lack of comprehensive research on changes in government policies and the use of seowon after being registered as a World Heritage Site. Therefore, this study compares and analyzes the changes and characteristics of the Cultural Heritage Administration's policies before and after being registered as a World Heritage Site, and comprehensively reviews the recent educational programs at seowon to seek 'seowon’s educational environment for sustainable education and utilization'. To this end, first, we will review the Cultural Heritage Administration’s policy prior to World Heritage listing, focusing on the purpose and nature of the ‘Creating a Living Hyanggyo and Seowon’ project. Second, changes, achievements and tasks in the Cultural Heritage Administration's policies after being registered as a World Heritage Site will be reviewed. Third, I would like to review the achievements and tasks of the recent educational programs at seowon. One of the most important reasons that UNESCO recognized the ‘OUV’ of Korean seowon is that seowon is ‘excellent cultural evidence that indigenously developed Neo-Confucianism that originated in China for Korea’. In other words, it is a meaningful transformation and development of ‘Chinese seowon into Joseon seowon’. Now, the most important task of our time is not to simply imitate and inherit the value of the seowon. It is about transforming and developing its value, reinterpreting and reinventing the seowon of the Joseon Dynasty into the seowon of the 21st century.

산업계 온실가스 정보 이해관계자 소통계획

김자운(Ja Woon Kim) 한국에너지기후변화학회 2019 한국에너지기후변화학회 학술대회 Vol.2019 No.11

道學書院으로의 정착 과정과 조선후기 竹林書院 강학의 특징

김자운(Ja-woon Kim) 영남대학교 민족문화연구소 2022 민족문화논총 Vol.81 No.-

16세기 안동 지역 서당의 강학활동과 교육내용

김자운(Kim Ja Woon) 영남대학교 민족문화연구소 2018 민족문화논총 Vol.69 No.-

이 연구는 16세기 안동지역 서당의 강학활동과 교육내용을 밝히기 위한 연구의 일환으로 도산서당의 교육내용과 공부론에 주목하였다. 도산서당의 설립과 교육이 과거시험 위주의 관학을 도학 위주로 바로잡고자 한 퇴계의 교육 개혁 운동이었으며, 도산서당은 도학적 서당의 한 전형으로서 조선 사회 고유의 심학적 공부론을 확립하기 위한 교육공간이었다는 기존 연구를 계승하여, 이 점이 계상서당과 도산서당에서 구체적으로 어떤 과정과 방법을 통해 실현되고 있었는가를 구체적으로 논증하고자 하였다. 이를 위해 첫째, 조선 성리학의 독자적 학문체계와 심학적 공부론의 확립을 위해 퇴계가 구체적으로 구상했던 도산서당의 교육내용은 무엇이었고, 이는 계상서당 시절 그가 편찬한 교재들의 내용과 특징 속에 구체적으로 어떻게 반영되고 있는가를 검토하였다. 그 결과『계몽전의』는 상수학을 통해 理의 필연성과 주재성을 확보하고, 태극에 관한 우주론, 본체론적 논의를 일상의 심신수양 영역에까지 확장시키고자 했다는 점에서, 주자 역학의 단순한 계승을 넘어 조선조 고유의 역학 이해를 체계화하기 위한 시도였음을 확인하였다. 또한 『주자서절요』의 편찬을 통해 퇴계는 사서삼경을 본원으로 삼았던 기존 유학의 공부론을 자신의 고유한 심학적 공부론의 체계 속에서 새롭게 재편하고자 하였음을 밝혔다. 마지막으로『자성록』에 나타난 심학적 공부론의 구조와 특징을 분석하였다. 퇴계의 공부론은 한 마디로 ‘敬의 공부론’으로 집약되며, 그 특징은 ‘理의 주재성과 활동성’을 강조하고 敬의 의미를 엄격한 도덕성이나 자기 통제를 넘어 ‘예술과 자연에의 감응의 유연성’으로 확대 해석함으로써 ‘死敬’이 아닌 ‘活敬으로서의 敬의 공부론’을 확립하고자 한 점에서 찾을 수 있음을 해명하였다. 둘째, 溪山記善錄 을 바탕으로 도산서당 강학활동의 실제를 검토하고 도산서당의 교육과정에 구현된 경의 공부론 및 문인들의 자질과 병통에 따른 경 공부의 차이를 살펴보았다. 셋째, 퇴계가 도산서당을 통해 구현하고자 했던 심학적 공부론은 퇴계 사후 문인들의 서당 교육과 간행 및 저술을 통해 어떻게 계승, 확산되었으며, 이는 이후 조선 서원 교육에 어떤 영향을 끼쳤는지를 검토하였다. This study focused on the educational contents of Dosan-Seodang and Toegye s self-cultivation theory(工夫論) as part of the research to clarify Seodang Education at An-dong in the 16th century. According to the previous research, Dosan-Seodang was a typical school for Tao-learning (道學) and an educational space for experimenting with Toegye s unique self-cultivation theory. Then, how did the experiment specifically take place in Dosan-Seodang? In this paper, I will prove this point in detail. First, I reviewed the contents and characteristics of textbooks made by Toegye before the construction of Dosan-Seodang. And I examined how his self-cultivation theory was reflected in the textbooks. Second, based on Gyesangiseonrok( 溪山記善錄 ), I researched the educational practice in Dosan-Seodang. Through this, I examined how his self-cultivation theory was embodied in the educational process of Dosan-Seodang and how it was applied differently by people. Third, I examined how his textbooks, self-cultivation theory, and the education in Dosan-Seodang affected the academic system and education of Joseon Confucianism.

조선 서원의 강학 의례와 교육적 의미

김자운(Kim Ja-woon) 영남대학교 민족문화연구소 2020 민족문화논총 Vol.76 No.-

市販 淸凉飮料水 및 乳酸菌飮料水의 衛生學的 調査硏究

金子運(Ja Woon Kim) 서울대학교 보건환경연구소 1971 보건학논집 Vol.8 No.2

조선시대 서원교육의 公的 기반 변화와 그 대응

김자운(Kim, Ja-woon) 역사문화학회 2015 지방사와 지방문화 Vol.18 No.2

이 연구는 소수서원 사례를 중심으로, 조선시대 서원 교육의 토대였던 공적 기반 변화와 그 대응 방식에 따라 서원교육의 정체성과 성격이 어떻게 변화해왔는가를 실증적으로 검토하는 데 목적이 있다. 조선시대 서원은 공적 기반 확보를 위해 국왕에게 사액을 요청하여 국가의 공식적 승인과 지원을 획득함으로써 서원의 위상을 확립하는 한편, 지방관의 행 재정적 지원을 통해 서원교육의 실질적 기반을 확보하고자 하였다. 서원 운영에 있어, 관권을 배제한 향촌자치제를 강조했던 퇴계의 서원론을 따르던 영남 남인계 서원들 역시 조선후기로 가면서 경제적 기반이 약화되자 점차 관권에 의존하지 않을 수 없었다. 지방관의 행 재정적 지원 없이 서원교육의 유지는 사실상 거의 불가능하였으므로, 교육 이념과 내용 면에서는 관권의 개입에서 벗어나고자 하는 한편, 행 재정적 지원 확보를 위해 서원에서는 끊임없이 관권을 개입시키고자 하는 이중적 태도를 취하였다. 이와 같이 관권의 개입과 배제라는 모순적, 이중적 과업을 수행하기 위해 조선시대 서원이 처했던 딜레마와 다양한 대응 방식을 소수서원 사례를 통해 엿볼 수 있다. 한편, 16세기 소수서원은 공적 기반 뿐 아니라 교육의 성격에 있어서도 사학보다는 관학에 더 가까웠다. 16세기 풍기군수 주세붕과 경상감사 안현은 서원을 관학과 다름없는 교육기관으로 인식, 관학에 버금가는 특전을 제공하고, 교육 내용에 있어서도 철저하게 과거 대비를 위한 교육을 수행하였다. 그러나 이후 도학으로 무장한 사림들이 정계에 진출, 풍기군수로 부임하면서 서원을 관학의 연장선에서 바라보던 서원관에 변화가 일어났고, 서원교육이 이념적으로 관학에서 독립하는 계기를 제공하였다. 17세기 풍기군수 이준은 지방관이자 동시에 사림의 일원으로서, 서원의 공적 기반을 제공하는 한편, 교육 이념에 있어 관학적 성격의 탈피를 주장하며 파격 논쟁에서 파격의 근거와 논리를 확립하였다. 우여곡절 끝에 그의 논리가 관철되면서 그는 서원교육이 관학적 성격에서 벗어나 주자와 퇴계가 주장한 서원의 사학 정신을 소수서원에 확립한 계기를 제공하였다. 그 결과 18세기 소수서원은 과거공부만하던 관학적 속성에서 벗어나 비로소 주자의 사학 정신과 이념을 확립하고 이를 실천하는 도학서원으로 재탄생할 수 있었다. 18세기 소수서원은 이념적으로는 관학에서 독립하였으나 18세기부터 지방관의 전폭적 지원이라는 특혜가 사라지면서 서원교육의 공적 기반을 상실하였다. 이에 삼동거재와 윤번거재, 양사청의 설치 등 다양한 자구책을 동원하여 교육을 지속하고자 도모하였다. 그러나 18세기 말 양사청이 완전히 폐지되면서, 교육을 지속하기 위해 다시 관의 지원을 확보할 묘안을 강구해야 했다. 이에 겸원장 제도를 마련하여 다시 관권을 개입시킴으로써, 공적 기반을 확보하고 수령의 지원과 참여를 끌어내고자 하였다. 그러나 공적 기반 확보를 위해 의도적으로 관권을 개입시킨 결과 수령의 지원과 참여는 또 다시 과거공부의 폐단을 낳기 시작하였다. 그 결과 19세기 서원의 지도자들은 과거공부가 도학을 방해하고 서원 본래의 교육이념을 해칠까 우려하며, 관권을 개입시켜 공적 기반을 확보하는 한편, 교육내용에서는 과거공부에 치우치지 않고 道學과 科業의 균형과 조화를 유지하기 위해 다방면의 노력을 강구하였다. 19세기 소수서원 동주 이가순과 강운의 사례에서 그 고군분투의 과정을 엿볼 수 있다. The purpose of this study is to find out, through a positivistic examination of Sosu Seowon, how the characteristics and orientation of seowon education have changed and how the public foothold of private academies changed during the Joseon Dynasty. Conventional views hold that the educational system of the dynasty made a transition from centralized to decentralized, with the government yielding its educational authority to local literati, thus shifting the nature of education from a government-operated education system to a private education system. A micro-historical analysis of Sosu Seowon, however, shows the coexistence of government initiatives and the local literati’s educational influences, as well as a mixture of public and private characteristics. This is contrary to the conventional view that there was a linear change in the Joseon Dynasty education system. Sosu Seowon continuously secured a public foothold and maintained its identity as an educational institution, playing the role of a public academy at one time and a private academy at another, responding to the changes of the times. The changes in Sosu Seowon’s public foothold have been closely linked to changes in its educational ideology and content. Understanding Joseon Dynasty seowon education, therefore, requires a proper understanding of the changes in the public foothold of seowon. Characterizing seowon education in a dichotomous way, without a thorough analysis, as “public” or “private,” or “government-centered” or “private academy-led,” might distort the realities of seowon education during the Joseon Dynasty. As a case study, this article examines the changes in seowon education’s public foothold and its responses to changes of the times from the 16<SUP>th</SUP> to 19<SUP>th </SUP> centuries.