朝鮮｢大學圖｣的兩種類型與圖式流衍探析 = Analysis of the Two Types and Evolution of “The Great Learning (Daxue)” Diagrams in Korea

다국어 초록 (Multilingual Abstract)

本論文探討朝鮮儒學史上為數龐大的≪大學≫首章圖式，以李滉(退溪，1501-1570)著名的≪聖學十圖≫為何收錄權近(陽村，1352-1409)的＜大學圖＞，而忽略朱熹(晦庵，1130-1200)在≪朱子語類≫中的＜大學圖＞為出發點，進而分析這兩幅圖式的特點，以及後續圖象修訂的原因與發展趨勢。 首先，≪語類≫中的＜大學圖＞與≪大學章句≫有不合之處，是朝鮮儒者們對這幅圖的精密省察以及不取用的原因。 再者，權近的圖式採｢三綱領｣並列的樹狀結構，突出本末、先後、知行等修養工夫的程序與階段性；朱熹的圖式則是以｢止至善｣為中心的四方架構，著重｢八條目｣如何分屬｢明明德、新民｣與｢知止、能得｣四者。依此可知，前者，基於要如何表達三綱八目皆當以｢止於至善｣為終極目標而多有修正；後者，也因對於如何落實工夫、功效的具體歷程而不斷進行調整。 是以，最終在十八世紀以後關於＜大學圖＞的繪製，多呈現出整合兩種構圖特色的取向，一方面要符合朱熹≪大學章句≫的義涵，一方面也希望能明白表示修養工夫的要點與實施次序。以此線索觀之，當可掌握朝鮮儒學史上豐富多樣的＜大學圖＞。

다국어 초록 (Multilingual Abstract)

This paper examines the abundant depictions of “Daxue” in the history of Korean Confucianism, analyzing the diagrams by Gwon Gyeong (1352-1409) and Zhu Xi (1130-1200) and the reasons for subsequent scholars’ continuous revision and development trends.
Kwon Geun’s diagram adopts “Three Guidelines” with three main principles displayed in parallel, emphasizing the sequential process and stages of self-cultivation, on the other hand, Zhu Xi’s diagram follows a four-part framework centered on “attaining Ultimate Goodness”, focusing on the division of the “Eight Goals”.
After the 18th century, the depictions of diagrams of “Daxue” tend to integrate the characteristics of these two types, aiming to align with the content of Zhu Xi’s “Daxue Zhangju” while also conveying the sequential order of self-cultivation. This trajectory provides insights into the development of diagrams of “Daxue” in the history of Korean Confucianism.