Yi Yulgok's view of neo-Confucian education in practice: A solution to the dilemma of school education in relation to the civil service examination in sixteenth century Yi Dynasty Korea with excerpts and their translations from the 'Inquiries on School'

Chosoˇn dynasty (1392--1910) of Korea was founded in order that it might realize Chu Hsi's Neo-Confucian ideal of a society of moral, self-cultivated individuals. Consequently it spent considerable energy and resources to establish a statewide public education system that allowed for egalitarian social mobility based on a standard of qualifications known as the Civil Service Examination (CSE). By mid-16th century, however, it faced the dilemma of students studying the moral philosophy of Neo-Confucianism more to pass the highly competitive CSE, rather than to apply its teachings to life. Of the many efforts made to remedy this situation, Yulgok's solutions given in his School Standards (SS) and Objectives of School (OS) were seminal and recognized as such throughout Chosoˇn dynasty. The pair, included in the Late Yi Reference Compilation of Documents on Korea, was composed upon royal command and incorporated into the School Regulations, the dynasty's constitution-like document for school education, until the 20th century.; Yulgok's solutions stem from his practical understanding of Chu Hsi's Neo-Confucian philosophy of education. Emphasizing "sincerity" as principled action requisite to setting one's mind on sagehood, SS illuminates for students the connection between principle and action as it expands from the self to family, the community, and the state, so that they may be better equipped to practice sincerity in their daily affairs. Towards this end Yulgok lays special stress on proper curriculum and reading method. OS promotes more equitable opportunity for learning via practical administrative measures to ensure shared values and cooperation among the school, local community, and the central government.; Yulgok's remedies to the dilemma of school education had only limited success. Internal and external reasons for this are analyzed, with references to parallel dilemmas in contemporary education. Yulgok's writings are shown to be relevant today for balancing sagely learning with practical application, and for emphasizing the cultivation of entire communities rather than a few brilliant individuals in it.