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이 글에서는 육구연의 학문사변 및 격물치지의 이론을 비판적으로 고찰하였다. 먼저 그가 제시한 本心 및 求放心 공부론을 바탕으로 實理, 實行, 實事의 통합으로서 一實의 체득을 강조하는 공부 이념을 고찰하였다. 이어서 그가 본심을 확장하는 공부 방법으로 제시한 物理, 人情, 事勢를 매개로 한 明理 공부와 學問思辨 및 格物致知 이론의 상호 관계를 자세하게 서술하였다. 그리고 메타적 고찰을 통해 그의 공부론이 문제의식에서는 일관되지만 그 공부들을 체계화하는 과정에서 몇 가지 문제점을 노정했다는 점을 해명하였다. 그리고 그 문제의 원인이 그의 불명확한 명리 개념과 先知後行의 사상에서 기인한다는 점을 설명하였다. 이러한 사실은 한편으로는 그의 학문사변 및 격물치지 이론이 비록 그의 본심 공부론의 내용과 방법을 확장했다는 점에선 중요한 의의를 지니지만 다른 한편으로는 최종적으로 체계적이고 통일적인 방법론을 확립하지 못했다는 점에선 일정한 한계를 갖는다고 점을 보여준다.
This paper critically considered the cultivation theory of Lujiuyuan(陸九淵, 1139~1192), a Confucian scholar of Nansong Dynasty, and elucidate their limitations. First of all, in order to outline the main contents and significance of the scholarship, I have described he emphasized on advocating the learning of mind, and awakening and expanding his original mind based on the unity of the universe and mind. I have also outlined he proposal of one’s having to aware of the single real that penetrate true principle, true actions, and true affairs. Besides, I described the cultivation theory on the laws of thing, the human emotions, and the streams of things and affairs he presented as the study of expanding the original mind, and broadly learning, deeply inquiring, carefully thinking, clearly judging, and gaining knowledge of the study of things as their supplementing study. After that, I have intensively discussed the limitations of his learning system, that is contrary to his original problem consciousness, in the process of constructing his learning system, he always divided the order of learning into the first and later under the premise of the separation of knowing and action, and adhering to the viewpoint of knowing is first and action is later. In particular, in this process, I summarized it was difficult for his opinions about broadly learning, deeply inquiring, carefully thinking, clearly judging, and gaining knowledge of the study of things to be compatible with the cultivation of the original mind. Through this, I trie to elucidated although his view of all the learning sense was reduced to the cultivation of the original mind, but eventually the system of leaning he had established didn’t achieved academic’s integration and unity.
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Lujiuyuan, the original mind, elucidating principles, know first and do later, broadly learning, deeply inquiring, carefully thinking, clearly judging, gaining knowledge of the study of things
