혜강 최한기의 운화적 교육론 = Educational Principles in Hyegang`s Theory of Unhwagi

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the educational principles expressed in the analysis of the transformative power of gi(unhwagi) by Hyegang Choe Hangi(1803-1877). As a social and political philosopher of the 19th century, Hyegang`s vast body of work contains ruminations on various fields of science. This study analyzes the characteristics of the three major works of Hyegang, namely the Gicheuk cheeui (Gihak, and Injeong). It is shown that for Hyegang the study of gi excludes the study of sagehood(Seonghak) but aims to providea foundation for the critique of a wide range of existing scholarship, and is also a form of practical learning(Sirhak) that studies the transforming power of gi in a wide variety of fields. Gi is not only the fundamental reality of all things, it is also the subject of cognition and experience. Furthermore, as the object of cognition it obeys the transforming power of gi transforming of a single body → transforming of exchange and contact → transforming of the ruling of people → transforming of the heavenly gi, and as such opens the way for self-discipline and the governing of people. Conjecture(inferring and weighing), as the cognitive function of spiritual gi, is a method of understanding the transformation of heaven, earth and the myriad things. There are five areas of inferring and weighing: inferring gi and weighing i , inferring feelings and weighing nature, inferring movement and weighing quiescence, inferring the self and weighing others, inferring things and weighing affairs. Furthermore there are three stages in the mastery of gi, which is the fruition of cognition: mastery of the boundaries, mastery of gradual progress, mastery of verification. Hyegang`s educational principles take the heavenly way as the standard to pursue the human way. His discerning approach regarding the usefulness of Eastern and Western methods ensures that openmindedness and creativity take the lead in scholarship and education. As for his five methods of observation(reverse perspective, non-self, deliberation of principle, verification, and unreavealed mind), they remain valuable for their cognitive critique in the interest of objectivity.

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