磻溪의 雜學 및 雜科制度 構想 = Bankye's Plan for the Technical Administrative Officials

국문 초록 (Abstract)

磻溪 柳馨遠은 17세기 총체적 위기 상황에 처해 있던 조선조 사회체제를 匡敎하기 위해서, 비록 양반관료 중심의 王朝體制의 維持와 强化를 前提로 하는 것이었지만, 國家制度 全般에 걸친 改革案을 構想하고 있다. 磻溪는 행정기술관료를 양성하고 선발하기 위한 雜學 및 雜科制度에 있어서도, 문무양반관료의 양성과 선발을 위한 학제와 공거제에 비하면 상당히 미흡한 바 있으나, 經國大典에 비하면 매우 進步的인 改革構想을 하고 있음을 볼 수 있다. 그 특징으로 國家機構改編과 定員의 縮小 및 精銳化, 遍兒職의 廢止와 實職으로의 轉換, 常綠의 支給과 處遇改善, 專功科目의 整備와 經書科目의 强化, 敎官 및 考試官의 資格 및 機能의 强化 등을 들 수 있다.

다국어 초록 (Multilingual Abstract)

The 17th century, in which Bankye Yoo Hyoung-Won had lived, was a period when the people were in extreme distress due to the damages caused by two wars : the Korean-Japanese War (1592, 1597) and the Korean- Chinese War (1627, 1636), the contradiction in the social system, and the injustice and corruption of the government. This period was also overflowed with the consciousness of national crisis.
Even though his premise was to maintain and strengthen the dynastic system based on the nobility bureaucracy, it was a innovative plan which covered every aspect of the national system: The land system, the educational system, the official service system, the salaries system, the military system, and the prefectural system. His plans aimed at constructing the social system in which political, economical, social, and educational opportunities were to be expanded and opened to all (particularly the limited social class) and the individual's social status could be advanced by his own abilities.
Bankye's plan was a very progressive system in the training and selection of the technical and administrative officials, compared with that of Kyunggukdaejon (the state constitutional law of Lee dynasty). But the plan was not enough, compared with the training and selection system of the literary-military officials.
Because, in this era, the industry was centered around agriculture, commerce and manufacturing were not developed on a full scale, and the national income depended upon the land and agriculture. Bankye himself recognized that commerce and manufacturing were necessary as a supportive means for agriculture. So it is understandable that his reformative ideas for the technical and administrative officials system was not so active, compared with the literary-military official system.
Despite these limitations in Bankye's innovative plan for the technical-administrative offcials, we can find several significant meanings in them.
First, the reduction of the number of trainees and electees for offcials and the specialization of the qualifications of the offcials.
Bankye attempted to restructure the government organization and the prefectural system to maximize the efficiency of state management. Owing to this the number of trainee and electee officials could be reduced drastically and the of officials could be specialized.
Second, conversion from the replacement occupation system to the regular occupation system.
In those days, most of the technical-administrative of official's posts were replaceable one. The replaceable occupation did not secure the means for livelihood since the occupations were not regular. In addition, these officials had to be off duty for a year after a three or six months duty, so it was very difficult for them to fill the required periods for promotion. Bankye tried to convert the replaceable occupation system to the regular occupation system.
Third, to pay regular salaries and to improve the conditions for the technical-administrative official trainees.
The technical-administrative official trainees, different from the students of the literary-military of official school, were eligible people who had passed the state examination and had been executing their own duties already. Bankye, therefore, insisted that it is reasonable to pay them regular suitable salaries, and consequently to make them strive to complete heir own duties faithfully.
Fourth, to readjust the subjects of the special studies and to strengthen the Confucian classics.
Bankye eliminated insubstantial subjects in its contents and replaced them with new substantial subjects. As well, he and strengthened the Confucian culture subjects such as Readings for Children(小學) and the Four Books(四書) for all fields. It was understood as a means of cultivating Confucian culture for the technical-administrative officials, too.
Fifth, to enhance the qualifcations and the function of the teachers and the examinants.
Bankye disposed qualifled teachers to every department related to their occupation to make them teach responsibly with their living and promotion guaranteed. This guarantee was because the salary, in the past, was not enough so that teachers could not teach faithfully. In the end the teaching occupation became a profession occupied by those who wanted to be exempted from conscription or to fill unwillingly the term of his duty charged to him for promotion.
The qualifications and numbers of the examinants were enhanced by upgrading their ranks and by the joint supervision of several examinants to enhance the examination's equity.

목차 (Table of Contents)

• I. 序論
• II. 磻溪 敎育制度 改革의 基本構想
• 1.鄕約
• 2. 學制와 貢擧制
• 3. 宗學
• III. 磻溪의 雜學 및 雜科制度의 改善策 - 經國大典과의 比較
• 1. 雜學의 設置와 運營
• 2. 雜科의 設置와 運營
• IV. 결론