La Conception de l'histoire selon les classiques confucéens et les idées réformistes du lettré coréen Yi Ik
Institution:
Paris 7Disciplines:
Directors:
Abstract EN:
Yi Ik studied classics and history all his life long. As a result he proposed many new interpretations of classics such as about jingtian or badao. Contrary to his new comprehension, his governing ideas are very similar to those of Zhu Xi. We can find his unique ideas in his discourses on political situation. He tried to justify his family and his faction so he declared their justice and morality. His conception of history is a result of such attitude. Contrary to studies so far, he accented value of moral. But his opened method influenced some of his disciples. They studied even works of Wang Yangming and catholic. The work of Yi Ik edited by them contains many new ideas. Many of them were executed because of their relation to catholic. The others wished to keep the value of neo Confucianism. They edited his work once again at the end of 19th century under the threat of foreign powers. So they deleted many of his works concerned with science and western. They had succeeded his legitimacy until the beginning of 20th century.
Abstract FR:
Yi Ik a étudié les classiques et l'histoire pendant toute sa vie. Il propose plusieurs interprétations nouvelles sur les classiques, surtout sur le "jingtian" et sur la valeur du "badao". Il a défendu les travaux des réformateurs critiqués pour leur prétendue immoralité, ainsi que la possibilité d'une réforme. Ses idées de gouvernement ressemblent à celle de Zhu Xi et des autres lettrés-fonctionnaires coréens. Mais son point de vue ouvert a influencé ses disciples qui ont prôné un renouvellement des études. Pour nous, c'est son avis sur la situation politique qui montre son originalité. Il a essayé de justifier ses ancêtres et les membres de sa sous-faction, et en plus il a déformé les faits historiques. Il a inventé une nouvelle légitimité d'étude pour sa sous-faction et a rompu ses relations avec ceux de ses membres jugés immoraux. Au contraire des études précèdentes, il a expliqué que la leçon essentielle de l'histoire était la moralité. . .