주희의 학을 통한 남명 공부론의 특징과 페다고지 함의

The Characteristics of Nammyeong’s Theory of Learning and Its Pedagogical Implications from the Learning of Zhu-xi

The structure of Nammyeong’s learning reflects that of Zhuxi’s learning. They recommended gewu(格物) and put gyoung(敬) at the foundation of learning, but there are several differences in the emphasis in the contents of gyoung(敬) and the role of ui(義). To Zhu-xi, jeongjaeumsuk(整齊嚴肅) is preferred to sangseongseong(常惺惺), but to Nammyeong, reverential carefulness(敬) is presented as seong-seong(惺惺). Nammyeong’s view is seen as a manifestation of practical consciousness that considers uiyibangoe(義以方外). And another difference between them is that Zhu-xi’s uiyibangoe(義以方外) means teaching or gewu(格物), Nammyeong’s uiyibangoe(義以方外) is for actual work of gyoung(敬) and ui(義). Through the use of do(圖) and myeong(銘), Nammyeong’s pedagogy which is based on hahakism(下學主義), intentionally visualizes pedagogy and develops a conscious teaching technique called seongseongja(惺惺子). The seongseong(惺惺) orientation, which implies the application of principles beyond traditional boundaries, led to the creation of this pedagogical technique. Thus, one of the sources of moral, social, and political practice can be found in Nammyeong’s pedagogy and his technique.