지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2004.3
- 수록면
- 61 - 111 (54page)
이용수
초록· 키워드
오류제보하기
Wang Yangming(1472-1528) emphasized extending intuitive Knowledge, and repeatedly propounded the Four Sentence Instruction(四句敎) to his students in his late years. But among his outstanding students, Wang Ji(王畿, 1498-1583) and Quan Dehong(錢德洪, 1496-1574) had different understandings on the Four Sentence Instruction, and in the end they expressed their opinions on the instruction in front of Wang Yangming on the 'Tian Quan bridge'(天泉橋). Exposure of the discord in this discussion about the Four Sentence Instruction became the starting point whereby learning theory became divided into branches.
Quan Dehong was particularly faithful to his teacher's instruction and maintained that it could never be changed. He thought that the Four Sentence meant to make one's effort to do good and clear the bad. On the other hand, Wan Ji maintained the Four Sentence Instruction was changeable, and suggested the four terms of non-existence(四無句) as Wang Yangming's ultimate instruction. And he insisted that the four terms of non-existence indicated the ultimate mental state attainable by the way of instantaneous enlightenment(頓悟). So Wang [i's four terms of non-existence lies at the centre of discussion.
This thesis analysed the discussion on the Tian Quan bridge concerning the Four Sentence Instruction through a comparative analysis on the written materials containing the different views about the Instruction, and expecially discloses the logical necessity and philosophical meanings contained in the four terms of non-existence and the way of learning through the instantaneous enlightenment(先天頓悟學) insisted upon by Wang Ji. This thesis also discloses that Wang Ji accepted Wang Yangming's advice and his theory that learning(工夫) is the unity with the original essence(本體), and so he developed the way of practicing the awakening mind in an instant moment(一念工夫論).
Wang Ji's theory of activating the intuitive knowldge(致良知) connected with the four terms of non-existence suggests a view of morality, distinguished from Zhu-Xi(朱熹, 1130-1200)'s view of morality. In the case of Zhu-Xi, moral virtues like Ren(仁), yi(義), li(禮), zhi(智) are something that we should do(當爲). He lays emphasis on the establishment of moral selfhood, demands to coincide with natural principles through making gradual effort by the way of intellectual study and practice. On the other hand, Wang Ji insists that moral virtues are from the spiritual instinct of feeling like doing something, rooted in the spontaneity of mind. Wang Yangming raised the problem of morals with 'what we should do', and insisted to just act on one's own institutional knowledge, the inner intuition of right and wrong without learning and thinking about moral principles. In the case of Wang Ji, activating institutional knowledge by the way of instantaneous enlightenment is the fundamental way that creates moral principles beyond the established usage of morals and accepted social values. Liang Chih(良知) is the inner compass of spirit that indicates the direction of one's judgement and behavior. The instantaneous enlightenments the in mind at every moment cause us to change the selfish ego of being full of knowledges and desire into having a disinterested and vital mind. The time when we act on awakening our mind at every moment, it is natural to come to the optimum, that is the good, in behavior.
Quan Dehong was particularly faithful to his teacher's instruction and maintained that it could never be changed. He thought that the Four Sentence meant to make one's effort to do good and clear the bad. On the other hand, Wan Ji maintained the Four Sentence Instruction was changeable, and suggested the four terms of non-existence(四無句) as Wang Yangming's ultimate instruction. And he insisted that the four terms of non-existence indicated the ultimate mental state attainable by the way of instantaneous enlightenment(頓悟). So Wang [i's four terms of non-existence lies at the centre of discussion.
This thesis analysed the discussion on the Tian Quan bridge concerning the Four Sentence Instruction through a comparative analysis on the written materials containing the different views about the Instruction, and expecially discloses the logical necessity and philosophical meanings contained in the four terms of non-existence and the way of learning through the instantaneous enlightenment(先天頓悟學) insisted upon by Wang Ji. This thesis also discloses that Wang Ji accepted Wang Yangming's advice and his theory that learning(工夫) is the unity with the original essence(本體), and so he developed the way of practicing the awakening mind in an instant moment(一念工夫論).
Wang Ji's theory of activating the intuitive knowldge(致良知) connected with the four terms of non-existence suggests a view of morality, distinguished from Zhu-Xi(朱熹, 1130-1200)'s view of morality. In the case of Zhu-Xi, moral virtues like Ren(仁), yi(義), li(禮), zhi(智) are something that we should do(當爲). He lays emphasis on the establishment of moral selfhood, demands to coincide with natural principles through making gradual effort by the way of intellectual study and practice. On the other hand, Wang Ji insists that moral virtues are from the spiritual instinct of feeling like doing something, rooted in the spontaneity of mind. Wang Yangming raised the problem of morals with 'what we should do', and insisted to just act on one's own institutional knowledge, the inner intuition of right and wrong without learning and thinking about moral principles. In the case of Wang Ji, activating institutional knowledge by the way of instantaneous enlightenment is the fundamental way that creates moral principles beyond the established usage of morals and accepted social values. Liang Chih(良知) is the inner compass of spirit that indicates the direction of one's judgement and behavior. The instantaneous enlightenments the in mind at every moment cause us to change the selfish ego of being full of knowledges and desire into having a disinterested and vital mind. The time when we act on awakening our mind at every moment, it is natural to come to the optimum, that is the good, in behavior.
목차
Ⅰ. 머리말
Ⅱ. 사구교(四句敎) 해석의 두 노선 : 사유설(四有說)과 사무설(四無說)
Ⅲ. 왕기(王畿)의 사무설(四無說)과 선천돈오학(先天頓悟學)
Ⅳ. 왕수인(王守仁)의 만년사상: 본체와 공부의 합일
Ⅴ. 선천돈오학(先天頓悟學)의 공부론
Ⅵ. 맺음말
참고문헌
English Abstract
참고문헌 (18)
참고문헌 신청
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
王陽明의 ‘四句敎’에 대한 鄭齊斗의 견해 : ‘無善無惡心之體’를 중심으로
양명학
2010 .12
-
보편적인 도덕발달론의 정초 가능성에 대한 논의
철학연구
2011 .12
-
주자와 왕양명 공부론 비교
한국양명학회 학술대회 논문집
2015 .10
-
Form of Character Education based on Moral Personality Type
윤리연구
2017 .01
-
朱子 人心道心의 槪念과 分岐에 관한 分析的 探求
철학
2017 .02
-
맹자의 도덕창조론
양명학
2007 .12
-
王陽明 成己成物 工夫의 涵義
동서철학연구
2017 .01
-
Bridging Moral Individuals and a Moral Society in Dasan’s Philosophy
Korea Journal
2013 .06
-
Moral Education for Overcoming Moral Rationalization
윤리연구
2018 .01
-
中國古代道德建設機制芻議
동아인문학
2006 .06
-
도덕성 발달과 교육에 관한 연구
경성교육연구
1998 .02
-
The Dynamic Motivation Model of Moral Identity
윤리연구
2018 .01
-
Christian Moral Education in a Pluralistic Society
Journal of Christian Education & Information Technology
2003 .04
-
다산과 주희의 ‘기질(氣質)’개념과 그 의미
유학연구
2017 .01
-
작품의 도덕성과 도덕적 가치 - 거트의 윤리주의 비판 -
인문논총
2013 .01
-
The Changing Morals of Korean Students
Korea Journal
1966 .03
-
다산 정약용의 도덕교육론 -도덕교육 내용을 중심으로-
한국철학논집
2019 .01
-
문학교육과 도덕교육의 연계 방안
문학교육학
2004 .01
-
A Study on Adolescent Moral Identity in Korea
윤리연구
2017 .01
-
Gender Differences in Moral Identity
윤리연구
2018 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2010-151-001731229