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THE CHALLENGE OF WESTERN LEARNING AS HETERODOXY: RE-READING THE SONGHO SCHOOL'S CONTROVERSIES AND CONFLICTS OVER WESTERN LEARNING IN CHOSON

Title
THE CHALLENGE OF WESTERN LEARNING AS HETERODOXY: RE-READING THE SONGHO SCHOOL'S CONTROVERSIES AND CONFLICTS OVER WESTERN LEARNING IN CHOSON
Authors
Seonhee, Kim
Ewha Authors
김선희
SCOPUS Author ID
김선희scopus
Issue Date
2016
Journal Title
Acta Koreana
ISSN
1520-7412JCR Link
Citation
vol. 19, no. 2, pp. 193 - 216
Keywords
Confucian OrthodoxyDaotongHeterodoxyMatteo RicciSongho Yi IkSongho SchoolWestern Learning
Publisher
ACADEMIA KOREANA KEIMYUNG UNIV
Indexed
AHCI; SCOPUS; KCI WOS scopus
Abstract
Confucian Orthodoxy, "Daotong" (K. Tot'ong ), which establishes Confucianism and Neo-Confucianism as Right Learning (..), is an idea transcending history in the sense that it is unaffected by the passage of time or contingent factors, whereas "Daotong discourse" (...), which distinguishes heterodoxy from the viewpoint of Daotong, is always a historical praxis and a logic operated by a specific historical momentum. Daotong discourse had not been a topical issue in Choson since the time it had accepted Zhu Xi (..) and his interpretation of Confucianism as orthodoxy. Only after the Jesuits entered China in the sixteenth century to introduce their theocentric worldview and academic system that supported it did the need to update a list of heterodoxies and to re-operate Daotong discourse emerge. The Jesuits' introduction of Western Learning (..) did not provoke an immediate backlash from scholars in Choson. Research on Western Learning by Songho Yi Ik (...., 1681-1763) with his open and practical attitude was a good example. However, the vigorous research on Western Learning eventually came to divide the Songho School into two groups "the pro-Western Learning line" (...) and "the anti-Western Learning line" (...), schools of thought that came into conflict. This article examines the attitudes of Songho and his School members towards Western Learning, not by focusing on the dichotomy between pro-and anti-Western Learning, but by focusing on "civilization" and the "expansion of Confucianism," because, as far as Daotong is a universal idea guaranteeing social order and the moral cultivation of individuals, it is also an idea of civilization. If viewed from the perspective of civilization, Western Learning can be regarded, not as mere heretical discourse, but as a practical and intellectual resource that can encourage moral cultivation, improve public welfare, and develop nations, and acceptance of Western Learning can be viewed as a matter of academic and technological progress rather than merely that of orthodoxy. In this context, the controversy within the Songho School that attempted to include not only philosophical speculations but also practical knowledge into the essential nature of Confucianism may be estimated as being an attempt to expand Confucianism, regardless of any individual member's stance on the issue.
DOI
10.18399/acta.2016.19.2.008
Appears in Collections:
인문과학대학 > 철학전공 > Journal papers
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