Korean Buddhist Philosophers

Hyekyung Jee, ByungWook Lee

Foreign students, university students, and the general public interested in Korean Buddhist philosophy

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Philosophy

Beginner

Learn about Korean Buddhism from the Three Kingdoms period to the Joseon dynasty by studying the lives and philosophies of Korean Buddhist philosophers.

1. Understand the lives and major philosophical characteristics of important figures in Korean Buddhist philosophy.

2. Be able to explain the influence of Buddhist philosophers throughout Korean history.

3. Distinguish and explain the differences between key Buddhist schools in Korea, such as Hwaeom and Seon.

4. Gain an overall understanding of how Korean Buddhism has changed over time.

Week 1

Overview of Korean Buddhism

By studying the life of the Buddha, delve into Buddhism’s cyclical worldview, core doctrines of the Middle Way, Dependent Origination, No-Self, and the Four Noble Truths. Then, examine the characteristics of various doctrinal schools introduced into Korea and trace the historical development of Korean Buddhism.

Week 2

Monks Studying Abroad — Seungnang, Woncheuk, Won-gwang, Ja-jang

Among many students who traveled to China at that time, explore the lives of Seungnang and Woncheuk, who remained active in China, and learn about the Madhyamaka philosophy studied by Seungnang and the Yogacara philosophy studied by Woncheuk. Among those who returned to Korea, examine Won-gwang and Ja-jang, who contributed to the development of Silla, and study their thought.

Week 3

Philosophers of the Hwaeom School — Uisang, Gyunyeo

After reviewing key events in the life of Uisang, examine his Hwaeom (華嚴) Dharma Realm Diagram and ideas about equality. Also study temples believed to have been founded by Uisang. Learn about Gyunyeo’s rise to fame and the philosophical features of his thought.

Week 4

The Most Respected Buddhist Philosopher Among Koreans — Wonhyo

Explore various legendary stories from Wonhyo’s life, along with his representative philosophical ideas: Ilshim (One Mind), Hwajaeng (Harmonization of Disputes), and Muae (No Hindrance).

Week 5

Philosophers of the Cheontae School(天台宗) — Je-gwan, Ui-cheon, Yo-se, Unmukmugi

Examine, in chronological order, the lives and philosophies of Cheontae thinkers active during the Goryeo dynasty. Look at Daegak Guksa (National Preceptor) Ui-cheon’s role and the significance of the Baengnyeon (White Lotus) movement.

Week 6

Philosophers of the >Seon School(禪宗) in the Unified Silla Period — Nine Mountain Seon Schools

(Do-ui, Hong-cheok, Hye-cheol, Mu-yeom, Beom-il, Do-yun, Hyeon-uk, Do-heon, Lee-eom)

First, examine the main features and historical development of Seon (Zen) Buddhism, and study the Hongzhou School(洪州宗) which influenced Korean Buddhism. Then, learn about the lives and philosophical characteristics of those who began the “Nine Mountain Seon Schools,” including Do-ui, Hong-cheok, Hye-cheol, Mu-yeom, Beom-il, Do-yun, Hyeon-uk, Do-heon, and Lee-eom.

Week 7

Philosophers of the Seon School in the Goryeo Dynasty — Sun-ji, Lee Ja-hyeon, Dam-jin, Jinul, Hyesim, Na-ong, Bo-u

Study, in chronological order, the Seon thinkers of the Goryeo dynasty. Examine the lives and thought of early figures such as Sun-ji, Lee Ja-hyeon, and Dam-jin, then look at how Jinul and his disciple Hyesim carried on that tradition. Also learn about Na-ong and Bo-u.

Week 8

Philosophers Who Contributed to History and Culture; Jinpyo, Doseon, Hyecho, Iryeon

Explore Jinpyo, who practiced with a desperate heart; Doseon, who established the theory of Korean geomancy; Hyecho, who traveled far to India to study Buddhist truth; and Iryeon, who compiled and passed down historical legends related to Korean Buddhism.

Week 9

Buddhist Thinkers of the Joseon Period 1; Mu-hak, Hamheo Deuktong, Kim Si-seup, Bo-u, Hyujeong, Yu-jeong, Seon-su

In chronological order, study the lives and thought of major Buddhist philosophers who were active during the Joseon period. Begin with Mu-hak, who contributed to the founding of the Joseon dynasty, and learn about Hamheo Deuktong’s advocacy of similarities between Buddhism and Confucianism in response to criticisms by Confucian scholars, as well as the positive attitude toward Buddhist thought held by Kim Si-seup. Next, learn about Bo-u, who hoped to revive Buddhism during times of oppression, and Hyujeong and Yu-jeong, who elevated Buddhism’s status by leading monastic armies during the Imjin War, along with Seon-su, who chose not to join the monastic armies but strove to preserve Buddhist teachings.

Week 10

Buddhist Thinkers of the Joseon Period 2; Unbong Daeji, Baekam Seongchong, Baekgok Cheoneung, Choui, Jinmuk, Kim Dae-hyeon / Conclusion

Study the lives and ideas of late Joseon masters such as Unbong Daeji, Baekam Seongchong, Baekgok Cheoneung, Choui, and Jinmuk, in chronological order, and also learn about Kim Dae-hyeon, who was not a monk but lived as a Buddhist practitioner.

Korean Confucian Philosophers

Yeong-jin Choi & 9 colleagues

Domestic and international learners interested in Korean philosophy.

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Humanities (Humanistic Studies)

General

By examining representative philosophers of Korean Confucianism, this course provides an understanding of how Korean Confucianism developed and aims to clarify the unique characteristics of Korean Confucianism.

1. Students will be able to identify not only famous figures such as Toegye Yi Hwang, Yulgok Yi I, and Dasan Jeong Yakyong, but also lesser-known Confucian philosophers in Korean history.

2. Students can discuss the development of Korean Confucianism, from the late Goryeo/early Joseon period to the modern era, while being introduced to a variety of Confucian philosophers.

3. Students can explain the main features of Neo-Confucianism, which played the most significant role in Korean Confucianism, and describe how Korean Confucianism—though centered on Neo-Confucianism—also included other currents such as female Confucianism, Silhak (practical learning), and Yangming studies.

Week 1

Korea's Representative Confucian Scholars

1. Intro: Why “Toegye, Yulgok, and Dasan”?
2. Toegye Yi Hwang and Sadan (Four Beginnings), Chiljeong (Seven Emotions)
3. Toegye Yi Hwang’s Four-Seven Debate
4. Yulgok Yi I
5. Dasan Jeong Yakyong’s Conception of Heaven (Cheon): from Li (理) to Sangjei (上帝)
6. Outro: Key Aspects of the History of Korean Confucian Thought

Week 2

Confucian Scholars of the Late Goryeo/Early Joseon Period

1. Introduction: Neo-Confucianism and its Acceptance
2. Yuan(Mongol) Intervention Era (1270-1353): Ahn Hyang, Lee Je-hyeon, Lee Gok
3. Late Goryeo (1353-1392): Lee Saek, Jeong Mong-ju
4. Founding of the Joseon Dynasty (1392-1418): Jeong Do-jeon and Gwon Geun
5. Conclusion: Some Issues in Late Goryeo/Early Joseon Confucianism

Week 3

Characteristics and Genealogy of Early Joseon Dao; learning (Do-hak)

1. Do-haki> (Dao-learning)
2. The Orthodoxy of Confucian Transmission and Cheonnyeonbujeon (Not Transmitted for a Thousand Years)
3. The Emergence of the Six Sages in Song China, a Splendid Supplement to Confucian Theory
4. Founding “Joseon,” a Confucian Nation, and its Dao-learning Evolution
5. Genealogy of Korean Dao-learning in Early Joseon
6. Biographies of Early Joseon Dao-learning Scholars

Week 4

Toegye’s Academic Successors

1. Opening
2. Various Names for the Toegye School
3. Formation Background of the Toegye School
4. Yeongnam Toegye School 1 – Galam Lee Hyeon-il
5. Yeongnam Toegye School 2 – Daesan Lee Sang-jeong
6. Yeongnam Toegye School 3 – Hanju Lee Jin-sang
7. Geungi Toegye School 1 – Udam Jeong Si-han
8. Geungi Toegye School 2 – Siksan Lee Man-bu
9. Geungi Toegye School 3 – Seongho Lee Ik
10. Closing

Week 5

How 17th-Century Joseon Confucianism Responded

1. Social Context of 17th-Century Joseon and its Philosophical Tasks and Responses
2. What is Yehak (the Study of Rites)?
3. Kim Jang-saeng’s Contribution to the Study of Rites
4. The Philosophy of Song Si-yeol (1607-1689): Honesty (Soljik) and Righteous Cause (Daeui)
5. Song Si-yeol’s Study of Mencius and His Grand Enterprise (Daeui Sayeop)
6. Misu Heo Mok’s Old Learning (Go-hak) as political thoughts
7. Concluding Remarks

Week 6

Formation and Development of the Horak Debate

1. Opening: Have You Heard of the Horak Debate?
2. The Principals and Formation Process of the Horak Debate
3. Issues and Philosophical Background of the Horak Debate
4. Philosophies of Horon and Nakron
5. Closing: Philosophical Orientations and Significance of Horon and Nakron

Week 7

Korean Female Confucian Scholars

1. Opening: 18th-Century Joseon Neo-Confucianism Awakens Female Agency
2. The Religious Nature of Korean Confucianism and Women’s Lives
3. The Life and Thought of Im Yunjidang (1721-1793)
4. The Life and Thought of Gang Jeongildang (1772-1832)
5. Conclusion: Confucian Women’s Spirituality and Religious Nature in Nurturing All Living Things

Week 8

Korean Silhak Lineage

1. Two Lineages of Korean Silhak: Nam-in (南人) vs. No-ron (老論)
2. Nam-in Silhak Scholar (1): Bangye Yu Hyeong-won
3. Nam-in Silhak Scholar (2): Seongho Lee Ik
4. Nam-in Silhak Scholar (3): The Seongho School and Dasan Jeong Yakyong
5. Introducing No-ron Silhak Scholars (the “Northern Learning” School)
6. No-ron Silhak Scholar (1): Yeonam Park Ji-won
7. No-ron Silhak Scholar (2): Hyeongam Lee Deok-mu
8. No-ron Silhak Scholar (3): Chojung Park Je-ga

Week 9

Ha-gok Jeong Je-du and the Establishment of Korean Yangming Studies

1. Yangming Studies Are Heretical
2. Yangming Studies Are the True Study of Sagehood
3. Issues about Yangming Studies in a Dream
4. Studying the Heart Is Studying Human Nature
5. Outro: The Establishment of Korean Yangming Studies and Its Distinctive Character

Week 10

How Should We View 19th-Century Korean Neo-Confucianism?

1. Introduction
2. The Theoretical Difference Regarding Li (Principle) in Yi Hwang vs. Jeong Yakyong
3. Hermeneutic Development and the 19th Century
4. Historical Upheavals in 19th-Century Joseon
5. Joseon as the “Nation of Li” and Three Types of State Institutions
6. The Unity of the Yulgok School and Li-centered Thinking: Lee Hang-ro and Gi Jeong-jin
7. The Beginning of the “Theory of the Mind”: Is the Mind Qi or Li?
8. From Seong-Chik-Ri (Nature is Principle) to Sim-Chik-Ri (Mind is Principle)
9. Outro

Korean Daoist Philosophers

SeongHwan Kim, Jinsik Shin, YounGyeong Kim, Ilbeom Choi, Hojun Sung, Jaeseo Jung, Jinsik Shin, Minhwan Jo

Domestic and international university students, general public

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Humanities

General

This course aims to discover and introduce Korean Daoist philosophers, their lives, and their major writings. By doing so, it seeks to bring balance to the Korean philosophical and intellectual scene, which has been heavily oriented towards Confucianism.

1. After completing this course, learners will be able to explain the similarities and differences between Daoism in East Asia and Korean Daoist or “Immortal” (Sinseon) thought.
2. Learners will be able to outline the lives and philosophies of major Daoist philosophers in Korea.
3. Learners will broaden their understanding of key Daoist writings in Korean history.
4. Learners will understand how Daoism was accepted and developed in Korea.

Week 1

Korean Daoist Philosophers

Prologue: Is there Daoism in Korea?
1. Ancient Korean “Primitive” Immortal Thought
2. Decline of Primitive Immortal Thought and the Emergence of Daoism
3. State Rituals and Daoism: Rise and Fall of Government-backed Daoism
4. Transformation of Immortal Thought: Anyone Can Train to Become an Immortal
5. Mutual Supplement of Native Immortal Thought and Chinese Daoism
6. The Joseon Dan-hak School and the Development of the“True Person Communing with the Spirit”Thought
7. The Development of Modern Immortal Thought and Culture

Week 2

Korea’s Primitive Immortal Thought

Prologue: Emergence of Immortal Thought, the Voyage to the Three Divine Mountains
1. Joseon, Dongyi, Mythic Geography of the Three Divine Mountains
2. The Grammar of Korea’s Primitive Immortal Thought: Inscription of the Gwanggaeto Stele
3. The Grammar of Korea’s Primitive Immortal Thought: Silla’s “Fire Lord’s Descendant” (Hwagwanjihu)
4. The Grammar of Korea’s Primitive Immortal Thought: Traditional Festivities of “Hundred Entertainments” (Baekhigamu)
5. The Archetype of Korean Immortal Thought: Dangun the Immortal
6. Searching for the Roots of East Asian Immortal Thought

Week 3

Daoism in the Silla Period

Prologue: Introduction of Daoism to Silla and the Record in Haedong Jeondolog
1. Kim Gagi, Who Ascended to Heaven and Became an Immortal, Part 1
2. Kim Gagi, Who Ascended to Heaven and Became an Immortal, Part 2
3. Choi Chi-won’s Daoist Thought of Three-Religion Syncretism, Part 1
4. Choi Chi-won’s Daoist Thought of Three-Religion Syncretism, Part 2
5. Choi Chi-won’s Daoist Thought of Three-Religion Syncretism, Part 3
6. Epilogue

Week 4

Balhae’s Lee Gwang-hyeon’s Baekmun-gyeol and Daoist Pursuit of Longevity and Immortality

Prologue
1. Lee Gwang-hyeon of Balhae and Geum-aek Hwandan Baekmun-gyeol
2. Death and the Finitude of Life
3. The Longevity and Immortality Cultivation Method in Baekmun-gyeol
4. Lee Gwang-hyeon’s Baekmun-gyeol and the Daoist “Golden Elixir” in Goguryeo Murals
5. The Merits of Daoist Immortal Practice
6. The Meaning of “Daoist Immortality” Today

Week 5

Daoist Internal Alchemy in Cheonghaja Gwon Geuk-jung’s Commentary on the Zhouyi Cantongqi

Prologue
1. Gwon Geuk-jung and Commentary on the Zhouyi Cantongqi
2. Zhouyi Cantongqi and Internal Alchemy (Neidan)
3. The 64 Hexagrams and Principles of Alchemy
4. The “Dual Cultivation of Xing and Ming” and the Theory of Unity among the Three Teachings in Internal Alchemy
5. Historical Significance and Contemporary Meaning of Gwon Geuk-jung’s Commentary on the Zhouyi Cantongqi

Week 6

A Study on Jeong Yu-in’s Theory of “Boyang” (Preserving Health)

1. Introduction: Jeong Yu-in of Joseon and Isaengnok (Records on Nurturing Life)
2. Isaengnok and the Meaning of “Boyang” (Preservation)
3. Differences between Boyang (保養) and Yangsaeng (養生; Nourishing life)
4. The Ideological Basis of Boyang and Iyangi (頤養, “Nourishing One’s Nature” or “Preserving Vitality”)
5. Conclusion

Week 7

The Life and Daoist Thought of Bukchang Jeong Ryeom

Prologue
1. The Legendary Figure, Bukchang Jeong Ryeom
2. Bukchang Jeong Ryeom’s Theory of Unity Among the Three Teachings
3. Daoist Thought in Yongho Bicheol and Its Influence
4. Public Opinion, Writings, and Epilogue

Week 8

Korean Daoist Texts and the Daoist Lineage

1. Prologue
2. Korea’s Daoist Lineage as Shown in Haedong Jeondolog
3. Formation, Content, and Significance of the Native Daoist Lineage in Haedong Ijeok
4. Formation, Content, and Significance of the Native Daoist Lineage in Haedong Ijeok, Part 2
5. The Uniqueness of Korean Sinseon Daoism

Week 9

The Daoist Thought of Jeungsan Kang Il-sun

1. Prologue: Overview of Jeungsan Kang Il-sun's Life and Activities
2. Kang Jeungsan’s Historical Perspective and Concept of God
3. Kang Jeungsan’s Cheonji Gongsa (Reordering of Heaven and Earth) and “Resolving Grudges for Mutual Life-giving” (Haewon Sangsaeng)
4. Kang Jeungsan’s Understanding of Confucianism, Buddhism, and Daoism
5. The Daoist Thought of Kang Jeungsan
6. Conclusion

Jun-Tae Kim (Sungkyunkwan University)

General

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Humanities

Introductory

This course engages students in a critical reading of chaekmun (策問, policy questions) from the Joseon civil service examinations and the candidates’ answers, drawing out lessons that remain relevant today.

1. Study the chaekmun composed by kings in the Joseon civil service examinations and the corresponding daechaek (answers submitted by candidates), and, through critical reading, derive lessons applicable to contemporary society.

2. Analyze the diverse figures and themes presented in the lectures from an integrative and interdisciplinary perspective.

3. Understand the importance of self-cultivation (suyang, 修養) as the central keyword running throughout the course, and explain why self-cultivation is particularly vital for leaders.

Week 1

Introduction

Introduction

Week 2

1. King Jeongjo and Jeong Yak-yong

2. Making the Right Choice “Here and Now”: Sijung (時中)

3. "Sincerity” (Seong, 誠) as the Central Axis of the Zhongyong

4. Timeliness (Siyi, 時宜) and Self-Cultivation

Week 3

The Four Essentials of Study

: King Seonjo’s Question and Jo Hui-il’s Response

1. The King Asks

2. The Four Essentials of Study

3. Why Must a King Study?

4. The King Must Restrain His Emotions

5. The King Must Make the Best Choices

Week 4

The Harmful Effects of Alcohol:

King Jungjong’s Question and Kim Gu’s Response

1. The King Asks

2. The Figure of Kim Gu

3. The Harmful Effects of Material Things and of the Mind

4. Confucius’ Attitude toward Drinking

5. The Role of the Leader

Week 5

Consistency from Beginning to End:

King Jungjong’s Question and Gwon Beol’s Response

1. The King Asks

2. Why Did Emperor Taizong and Emperor Xuanzong of Tang Fall?

3. Gwon Beol Responds: Hold Firm to the Mind!

4. Reflect and Listen Attentively

5. Epilogue

Week 6

The Standards for Advancing and Withdrawing:

King Jungjong’s Question and Song Gyeom’s Response

1. The Concept of Chulch'o (Public Office and Retirement)

2. Acting with Righteousness in Accord with the Times

3. Aspects of Chulch'o Theory in the Joseon Dynasty

4. Reconsidering Chulch'o in the Present Day

Week 7

The Nation’s Troubles and the Court’s Corruptions:

King Gwanghaegun’s Question and Im Suk-yeong’s Response

1. The King Asks

2. National Crises and the Maladies of the Court

3. A Faltering War Hero

4. Divisive Leadership and Excessive Public Works

Week 8

The Establishment of the Common Way:

King Jungjong’s Question and Kim Ui-jeong’s Response

1. Fairness and Right Principles

2. The Harmony of Loyalty and Integrity

3. The Role of the Prime Minister

Week 9

The Leader’s Attitude toward Talent:

King Sejong’s Question and Kang Hui-maeng’s Response

1. The King Asks

2. Three Cases in Which Talent Cannot Be Appointed

3. How Should Talent Be Discerned?

4. Kang Hui-maeng’s Memorial to the Throne

5. King Sejong’s Appointment of Talented Officials

6. The Hall of Worthies and the Cultivation of Next-Generation Talent

7. Allowing Freedom of Speech

8. Conclusion

Week 10

Chaekmun (Examination Questions) on the Appointment of Talent:

Responses by Yi Ja, Yi Mok, Yang Sa-eon, and O Dal-je

1. If You Wish to Gain a Good Prime Minister

2. Begin with the Intention to Cultivate Talent

3. Relationships Must Be Reciprocal

4. Ways to Ensure an Abundance of Talent

5. Conclusion

Week 11

Lessons from the Chaekmun of Joseon

1. Weekly Learning Overview

2. Cultivation in the Face of Great Uncertainty

3. Study Without Ceasing

4. Gaining Trust through the Common Way (Gongdo)

5. The Basic Structure of Confucian Leadership

6. Accepting Remonstrance Is a Duty, Not a Virtue

7. Upholding Principles While Pursuing Timeliness

8. Restoring Rule by Virtue and Moral Norms