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조선시대사학보 , 2011년, pp.113 - 159  
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星湖學派의 東國 經學 思惟 - 家學과 自得의 학문추구 방법으로부터 -
A Thought on Dongguk Classics studies (東國 經學) in Seong-ho School(星湖學派)-Focusing on the Pursuit of Family learning(家學) and Self-acquired Study Method-

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    After the Gapsul event(甲戌換局) of 1694 occurred leading to the fall of Namin(南人) from political power, the first generation of Seong-ho school(星湖學派) in the 18th century assumed the historical task of inheriting the tradition of Family learning(家學) by committing itself wholeheartedly to the pursuit of learning and abandoning the path of official career through Civil Service examination system. Standing against the dominant ideology that emphasized Geunsugyugu(謹守規矩) of Jeongju Classics studies(程朱 經學), the governing ideology of Noron(老論) at that time, Seong-ho school aimed to respond resolutely to the historical challenges that Joseon Dynasty faced. They sought moral justification to criticize the dominant ideology of Jeongju Classics studies(程朱 經學) and Noron(老論)'s grip over absolute power by using self-acquired study Method, a continuation of the tradition of Family learning, as their means.Family learning Origin of Lee Ik continued the scholastic tradition of Seo Gyeong-deok(徐敬德) and Jo Sik(曺植). Seongho's father Lee Ha-jin(李夏鎭) shared the ideological and political position of Yun Hyu(尹?), and they both were critical of Jeongju Classics studies. it is obvious that although Lee Ik was a Nammin, he was critical of Jeongju Classics studies in relation to the doctrine of Family learning Origin. He also failed to share the scholastic tradition of Toe Gye which was established as the established lineage (Jongtong 宗統) of Jeongju Classics studies(程朱 經學). Also, through a self-acquired study method, he was able to analyze independently the existing corpus of knowledge and thought.However, they realized that Noron(老論) political force adhered to the political logic of not interpreting even one letter and one phrase differently from Jeongju Classics studies. Accordingly, Lee Ik's nephew Lee Byeong-hyu secured moral justification of criticizing Jeongju Classics studies with the theory of 'Using Barbarians to control barbarians'(以夷制夷), citing the fact that previously Chu Hsi had criticized the theory of Jeongja(程子), his teacher. Furthermore, Ahn Jeong-bok carried out thorough research on the evolution of the Classics studies, and argued that Chu Hsi Classics studies was merely one of the many annotations and commentaries that were compiled and collected since the advanced Classics studies.Lee Ik' seems to have written primarily with the intention of excelling Jeongju Classics studies(程朱 經學). is believed to have been written on the same lines as of Lee Man-bu(李萬敷), an associate of Lee Ik, although it also bore many areas of dissimilarity. Although Lee Man-bu wasn't more progressive than Lee Ik in learning and ideological position, written by him is aimed at providing an inclusive understanding of the contain learning and thought of the entire course of Joseon Dynasty, irrespective of political factionalism. This explains why it included even the doctrines of Lee Yi(李珥)' who was a Namin at that time. Subsequently changed its name into .The orientation to change a name into initiated by Ahn Jeong-bok is assumed to possess a deep meaning in the sense it succeeded in inheriting the tradition of Jeongju Classics studies and securing the ideological lineage of Namin(南人) learning at the same time, by integrating Seong-ho school(星湖學派) and Toe Gye Classics studies. However, the initial orientation of by Lee Byeong-hyu, who had inherited Lee Ik's Family learning Origin(家學淵源) had far-reaching implications. The orientation of Ahn Jeong-bok's could not transcend the limitation of Toe Gye Classics studies, but the orientation of Lee Byeong-hyu's corresponds to the stage when Toe Gye Classics studies surpassed Jeongju Classics studies.L...


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