韓溪 李承熙의 社會改革思想 = A Study on the Social Reform of Lee(Hangye) Sueng-hee

다국어 초록 (Multilingual Abstract)

Lee, seung-hee with the pen-name of Hangye, is an eminent scholar confucianism in the end of Yi-dynasty who made effort to overcome the national crisis of the period. Hangye was born in 1847 in Kyungsang-do province. His father was Lee Jin-sang, who was also a renowned scholar of confucianism.
Hangye's life was divided into four perids:
I) Thr first period is from alls birth to the first year of King kojong's reign(1947) in which he learned the traditional confucianism.
II) The second period is the next 32 years during which he exercised his patriotic thought and political knowledge in practise. During this period Korea was invaded by western culture permeated the Korean grassroots.
Hangye, a conservative who refused to receive any Kind of western culture accused christianity of being anarchic evil. He made a great effort for social education and reestablishment of the confucian ethics.
III) The third period is 13 years from the 32nd year of king kojeong's reign to 2nd year of king soonjong's reign in which he resisted the Imperial Japan and was arrested by them.
IV) The fourth period is until 1916 when he Iived in exile in vladivostock in Russia fighting for the independence of korea and working for tar Round church Movement (孔敎會運動).
Hangye's achievements in various fields are:
I) As a Confucian scholar, he, like his father, belonged to the orthodox school of
II) As a political thinker, he did not believe in Republic, as was clearly shown in hrs letter to Gen. Yen. then president of china, but, later, he became more or less generous about democracy if it fit into confucian view of the world.
III) As a religious thinker, he worked for the Round church Movement.
IV) As social educator, he put the Hyang-yak(Community Agreement) into effect which was different from its kinds in that it was more effective and practical.
V) As an educatioal thinker, Hangye, though he belonged to the traditionalists in its methodology and curriculum, stressed importance of the ethics with discipline and character. As his educational ideology, he cited five main ideologies, one of which was "the Main Root of Learning", a progressive educational methodology Hangye's uniqueness Is that he was a conservative, not radical, who Insited upon the national education.

목차 (Table of Contents)

• Ⅰ. 序言
• Ⅱ. 社會改革論
• Ⅲ. 社會敎化制度의 改革論
• 1 ) 坊約과 鄕約
• 2) 社約과 實施
• Ⅳ. 結語