"입학도설 서 번역"의 두 판 사이의 차이
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==='''Student 4'''=== | ==='''Student 4'''=== | ||
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| + | 洪武庚午秋 謫在金馬郡 有一二初學輩來讀庸學二書者 語之諄復 尙不能通曉 乃本周子之圖參 | ||
| + | During the reign of Emperor Hongwu (1328-1398; r. 1368-1398), during the fall of year kyeongo (1390), I was in exile to the district of Keumma (actual Iksan). There is a couple of beginners who came to read the Doctrine of the Mean 中庸 and the Great Learning 大學 [with me]. I repeated my words but they still was not able to understand. Then, I joined a diagram of the basis of Master Zhou. | ||
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| + | 章句之說 作圖以示又取先賢格言以釋其意 學者因有所問 又隨而答之 仍記其問答之言 以附 | ||
| + | Explanations of the Chapters and Lines (1), I make a diagram to show it, moreover, I took the teachings of the previous sage and I explain the meaning by this. Students consequently had interrogations. Again following this, I answered. Separately I noted by supplement the words of these questions and answers. | ||
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| + | 其後 名之曰入學圖說 旁取他經 凡可作圖者 皆圖之 往往各附臆見之說 | ||
| + | After this, I named it “Diagrammatic Explanation for the Initiation of Learning”. By side, I take the heretic classics. All which are possible to make a diagram, I schematize all of them and sometimes I added for each an explication of what would be hardly to be seen. | ||
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| + | 欲就正於先生長者 鄕無先進 身拘謫籍 姑待後日而已 觀者幸恕其妄言而敎之 是所望也 是歲良月初吉 永嘉後學權近謹題 | ||
| + | I wish be corrected by teachers and old persons. There is no capable in the country and my body is bound in the registry of exile. I only wait few days later, then, one’s who fortunately agrees these thoughtless words and taught them. That’s my hope. The first day of the ten month of this year, in Yŏngga (actual Andong), the humbly students Kweon Keun wrote this with precaution. | ||
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| + | (1) It may refer to the Zhong Yong zhang gou中庸章句 [Commentary on the Doctrine of the Mean] Da Xue zhang gou大學章句 [Commentary on the Great Learning]. | ||
==='''Student 5'''=== | ==='''Student 5'''=== | ||
2016년 7월 24일 (일) 16:17 판
목차
Gweon Geun, “Preface to the Diagrammatic Explanation for the Initiation of Learning” (Iphak doseol seo 入學圖說序)
Student 1
In the autumn of Kyeong year of Hongwu reign I was in exile in Keummagun [Iksan].There were a couple of beginners who came to read Doctrine of the Mean and Great Learning with me. I explained it to them repeatedly yet they still could not understand it completely. Therefore I composed the diagram based on the work of master Juja and presented it to them. I also adopted teachings of the previous scholars. Then learners had more questions and I answered them all separately. These questions and answers are recorded at the end of this book as the explanation for the initiation of learning. On the side, I made diagrams for all I could do and often made my theories on groundless guessings. For the time being I am bond in exile and just wait for the days to come in the future. I want to be corrected by teachers and respectful scholars. I live in undeveloped town so there is no teacher and as I am in excile I can not leave. Hopefully the readers will be generous for me, forgive my groundless theories and just use this book for teaching. Late coming student Kweonkeun of Yeonga [Andong] respectfully presents this carefully prepared book.
Student 2
In the autumn of Kyeong year of Hongwu reign I was in exile in Keummagun (Iksan). There were a couple of beginners who came to me to read Doctrine of the Mean and Great Learning. I explained it to them repeatedly but they still couldn't understand it. Therefore I composed and showed them the diagram of master Juja. Then learners had more questions, and I answered them all separately and put those questions and answers at the end of this book, naming it a gramatical explanation to learning. On the side, I took from other classics I can make diagrams for, and often made my theories on groundless guessings. For now I just wait for later days and that's it. I want to be corrected by teachers and respectful scholars. I live in undeveloped town so there is no teacher and as I am in excile I can not leave. Hopefully the readers will forgive my groundless theories and just use this book for teaching. Late coming student Kweonkeun of Andong (영가) respectfully introduces this carefully prepared book.
Student 3
In the autumn of kyongoh year during Hongwu’s reign (1390), I was in exile in Kumma-gun, there were a couple of beginners who came to me to read the two books of Yong and Hak (Doctrine of the Mean and Great Learning), I told/explained to them repeatedly, still they were not able to completely understand. Thus based on the diagram of Master Zhou [Dunyi] and referring to the Theory of Chapters and Lines, I composed a diagram and showed it to them, and also I took teachings by worthy sages of the past, and explained with it. Learners coming from this with question, I followed them with answers, and separately recorded the words of those questions and answers, with it I added them at the end of the book and named it "Diagram Explanation for Entrance of Learning". On the side I took from other classics and overall that which can be drawn into a diagram, I made diagrams for all of them, and often I appended everywhere my ideas of groundless guesses. I wish to go to teachers and advanced scholars to get corrections as there are no advanced teachers in rural towns, yet I am bound in the registry of exiles, thus for now I only wait for later days. Hopefully one who sees/reeds this forgives unworthy words and teach this, this is my hope. Same year first day of the tenth month, Yongga’s late learner Kwon Kun writes this with respect.
Student 4
洪武庚午秋 謫在金馬郡 有一二初學輩來讀庸學二書者 語之諄復 尙不能通曉 乃本周子之圖參 During the reign of Emperor Hongwu (1328-1398; r. 1368-1398), during the fall of year kyeongo (1390), I was in exile to the district of Keumma (actual Iksan). There is a couple of beginners who came to read the Doctrine of the Mean 中庸 and the Great Learning 大學 [with me]. I repeated my words but they still was not able to understand. Then, I joined a diagram of the basis of Master Zhou.
章句之說 作圖以示又取先賢格言以釋其意 學者因有所問 又隨而答之 仍記其問答之言 以附 Explanations of the Chapters and Lines (1), I make a diagram to show it, moreover, I took the teachings of the previous sage and I explain the meaning by this. Students consequently had interrogations. Again following this, I answered. Separately I noted by supplement the words of these questions and answers.
其後 名之曰入學圖說 旁取他經 凡可作圖者 皆圖之 往往各附臆見之說 After this, I named it “Diagrammatic Explanation for the Initiation of Learning”. By side, I take the heretic classics. All which are possible to make a diagram, I schematize all of them and sometimes I added for each an explication of what would be hardly to be seen.
欲就正於先生長者 鄕無先進 身拘謫籍 姑待後日而已 觀者幸恕其妄言而敎之 是所望也 是歲良月初吉 永嘉後學權近謹題 I wish be corrected by teachers and old persons. There is no capable in the country and my body is bound in the registry of exile. I only wait few days later, then, one’s who fortunately agrees these thoughtless words and taught them. That’s my hope. The first day of the ten month of this year, in Yŏngga (actual Andong), the humbly students Kweon Keun wrote this with precaution.
(1) It may refer to the Zhong Yong zhang gou中庸章句 [Commentary on the Doctrine of the Mean] Da Xue zhang gou大學章句 [Commentary on the Great Learning].
