17세기 말-18세기 초 석실서원의 강학 실제와 특징 -농암 김창협의 강학 활동을 중심으로- = A study on the educational practice and its characteristics of Seoksil-Seowon in the late 17th-the early 18th century -Focusing on the educational activities of Kim Chang-hyup-

다국어 초록 (Multilingual Abstract)

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,

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