The Museum of Silhak (실학박물관) is an Eco-Museum dedicated to establishing Gyeonggi-do’s identity by collecting Silhak-related materials, exhibitions, and experience programs on late Joseon’s philosophy on reform and self-reflection. As an educational course, the Cham-Silhak Class is a program designed for students and scheduled to fit the five- school day system. Exhibitions will revolve around the educational course and promote communication between all ages and classes. The Museum of Silhak will play the role of a local culture center and help the community apply Silhak teachings to everyday life, making related documents available to the public and serving as a place for sharing people’s love of culture.
In the late Joseon Period, a new school of thought began to spread around the capital city. Its core principle was to study practical knowledge, accept foreign influences, and seek reform, as opposed to formal and unpractical studies. Such form of thought was called silhak (literally meaning “practical studies”). The Museum of Silhak features the movement that pushed the late Joseon to make drastic reforms. Silhak-related materials and relics are displayed so that visitors can understand Silhak’s historic value. Visitors can also learn about the lives of important Silhak scholars who changed the course of Korea’s history
Practical Learning occurs Ginny said the reforms and real orientation under the historical background of ideas as a representation and organizing the world-historical changes of the 17th and 19th centuries, the most advanced, and has developed Joseon. The roots of today’s Korean studies can also find the origin in practical science.
Gyeonggi-do is a practical science is quickening, and growth and development as well as gotil who held the most cultural heritage related to practical science area. JPY still everywhere, Gyeonggi silhakja around the Han River are a lot of sites that remain samgo research studies in life grounds. This is also a very practical science museum is located next to the birthplace of condensed practical science teacher college jayisin Dasan Jeong.
Our museum is the tangible and intangible resources and information collection, preservation, research, exchanges and exhibitions, and education and information, and versatile dimensional cultural complex space serves as the providing pleasure through a variety of programs to local residents related to practical science and practical science Practical Learning of the only domestic construction is related to the museum.
Our practical science museum will spread out to new practical science movement many people who experience air easily fold the practical science in their lives through research, exhibitions, and various educational programs. We also encourage you to meet the spirit of life and the old town of due diligence silhakja directly from our practical science museum off the living breath.
Learning is a Confucian school that began in the late Ming and early Qing dynasties. This school advocates “practical use”, that the knowledge must be beneficial to the state, the school of Confucianism against the Neo-Confucianism and Lu Wang Xin school, that these academic and useless. In Lee’s North Korea, is also very popular in real learning, its representative for the Jinyu, Li, Parke source, Ding Ruoyong and so on.
North Korea is the practice of the 17th century to the 19th century, the prevalence of the Korean dynasty advocating practical, practical, practical and realistic ideas school. At the end of the 16th century and the beginning of the 17th century, the Japanese invaders and the indiscriminate inconvenience caused great damage to the Korean national power. The Korean literati have carried on the reflection and study to the study of the “usefulness” of the powerful country. Practical thinking to “apply their knowledge”, emphasizing the Confucianism in the “practical use”, “the use of thick” and “seeking truth from facts” in order to seek solutions to solve social problems. The thought of the late dynasty of the Joseon Dynasty is the peak of the development of Confucianism in Korea. It also embodies the enlightenment consciousness of “modern orientation”, which is the closest thought to the modern society.
North Korea is the beginning of the study of Buddhism, Taoism and other religious origins relative to Confucianism. “Confucianism, Qi, governance, the world” Confucian concept relative to Buddhism, Taoism is realistic and specific. In the broad sense of the Korean realism in different historical periods have different meanings, there is Confucianism, Cheng Zhu Neo-Confucianism, there are refers to the practice of scholarly knowledge or purely academic research method. In the narrow sense of the Korean realism is to enter the 17th century, relative to the “empty”, “empty talk” of the process of science, the emergence of the DPRK advocacy practice, the use of thick students, seeking truth and seeking the country and the people of the real school of thought. The usual significance of the Korean realism is in the narrow sense of the Korean realism.
In the early days of the Joseon Dynasty, Cheng Zhu didctrine against Buddhism and became the ruling country of the ruling power of the DPRK. The study of the Neo-Confucianism began to change from the time of the study of Lor (1536-1584). Li Er did not confine the subject to the ethical order and its practice, but to the political, economic, military and other areas. He opposes the practice of learning not practicing.
In the 17th century, there was a new understanding of the study in the DPRK, but the realism in this period did not deny that Neo-Confucianism was not a true sage. They need to try to find the teachings of the true saints and return to the “practical usefulness”. What they call “practical useful” is the social reform of politics, economy, military, education and so on.
The twentieth century to the 19th century, the first half of the Korean realism in the Li Guiguang (1563 – 1628). The author of the “Chi Feng class” on the astronomy, geography, Jun Road, official, Confucianism and Taoism, scriptures, articles, people, skills and other areas of the objective knowledge system was explored, and the earliest introduction of Western geography and Catholicism. Early North Korea ‘s Theory of Practical Formation in Liu Xinyuan (1622 – 1673). In its ” River with the record”, Liu Xinyuan put forward the political, economic and other aspects of reform and implementation of the program. He broke the history of the past, the field system as a thing of all, put forward “are people to field, the field of troops, there are people who will have the service, there will be a farmer” equal field system. He also criticized the drawbacks of the imperial examination system, and suggested that the appointment of any officer should be based on the ability, regardless of the price, and advocated the abolition of the slavery system and replaced it with the employment system.
In the first half of the 18th century, when the Korean thought of thought came to Li (1681-1752), it gained a deeper level of development and formed the Star Lake School. The history of the lake and lake school has been inherited by many scholarships, and the land system is regarded as the central problem of real learning. It is hoped that through the natural transition, we will realize equal society and society. Star Lake School of science and technology to extensively expand to astronomy, geography, agriculture, history, military, philosophy, literature and other fields, depending on the traditional concept of respect for the valve read, monks and nuns and so on for the social strife, slaves, The system as a social situation, against the evaluation of history in China as the center. Unlike the river, the Star Lake School is influenced by Western science, advocating Western science and technology, but skeptical about Catholic religious beliefs.
In the second half of the 18th century, the “North School”, represented by Hong Dagong (1731-17883), Puzaiyuan (1737-1805) and Pu Qijia (1750-?), Played an important role in the Korean realism. The North School criticized the concept of Huayi in the DPRK, and advocated the study of the Qing Dynasty and the western advanced culture and technology. North school is a small and medium-sized commercial interests of the spokesmen, they study the natural sciences, suspected Cheng Zhu science. The use of the North School has inherited many of the reform ideas of the world school, including the identity system, the imperial examination system, the tax system, the military service system reform. At the same time, the North School in the Star Lake School on the basis of a new breakthrough. In contrast to the reform ideas centered on the reform of the land system, the reform of the North School is based on the circulation of money, commodity trade, technological reform and opening to the outside world, and has a certain degree of modern civilized nature.
From the end of the 18th century to the 19th century, it was a great period of Korean thought. Ding Ruoyong (1762-1836), Jin Zhengxi (1786 – 1856), Cui Hanqi (1803 – 1877) and others are representatives of this period. Ding Ruoyong is the master of the Korean dynasty thought. His Dasan real learning inherited the star lake Li, deer righteous body philosophy and other schools by the school of practical traditions, horizontal absorption of the Ming and Qing dynasties and Pu source, Li Demao, Pu Qijia and others of the North Korean school, and Catholicism, Western science and technology and other Western studies. Pu Jixi’s disciple Kim Jong-hei, on the basis of inheriting and using the thought of the North School, absorbed the textual study of the Qing Dynasty, and established the realistic study of the Korean textualists. Cui Hanqi on the basis of qi, the object of learning should be tangible, experiential, useful for people’s lives. The merits of learning is reflected in the implementation of specific matters such as businessmen and soldiers.