朝鮮王朝成立以來，獨佔官學的地位而成為現實的統治理念的朝鮮性理學，經過16世紀的四端七情論爭，突顯其思辨性及心性論的思想特色；17世紀末期，形成了固守及認定程朱系統的性理學之學風；到了18世紀初期，產生了人物性同異論爭。關於人物性同異的具體議論，是從1678年金昌協向他的老師宋時烈提出關於《告子章句》朱子註的問題而開始的。此問題後來引起了1709年栗谷學派權尚夏的門下李柬與韓元震之間的異同論辯。除此以外，我們不能忽視人物性同異論之所以發生的時代條件。該論爭產生之際，韓國發生過壬辰倭亂、丁卯胡亂和丙子胡亂等戰亂。朝鮮朝廷經過此三次的戰爭，分成主和派和斥和派，各自主張了不同的政治立場。其中，斥和派站在人物性異論的立場，主張北伐論；主和派根據人物性同論主張北學論。從思想方面來看，此論爭隱含著當時學者們為了突破不能接受的現實問題而不得不選擇的思路。換言之，就當時執政勢力的老論而言，此論爭就是要拒絕丙子胡亂後清朝所要求的君臣關係的一種邏輯根據。進行了大約一百多年的人物性同異論爭，除了學術上的影響以外，還對朝鮮後期的社會產生很深的影響。第一，在此論爭的過程中出現新的社會階層觀，也就是人物性同論派提出的橫向的、平等的身份觀念。第二，此論爭推動了蕩平政治的施行和北學派的出現。第三，在朝鮮的對外關係上，人物性同論更促進了對中國觀的變化。同論派雖然承認華夷之文化差異，但同時把人之本性看成理之普遍性，因此他們強調了人、物性之同質性，在文化上也肯定了清朝文明。

The study of the nature and principle which had been introduced to Korea in the eleventh century developed the theory of mind-nature through the debate of four beginnings and seven feelings in the sixteenth century. It created an academic environment in which scholars only advocated for Cheng Yi and Zhu Xi’s thought in the late seventeenth century. By the early eighteenth century, scholars began to debate whether human nature and things nature are same or different. In 1709, Yi Gan and Han Won-jin, who were the students of Kwon Sang-ha, started the debate that human nature and things nature are same or different. Yi Gan argued that the nature of human beings and that of animals were the same but Han Won-jin claimed that they were different. This debate was related to foreign policy in the Choson dynasty at that time. Those who advocated for human nature and things nature same theory supported reconciliation with the Qing dynasty. On the other hand those who advocated for human nature and things nature different theory argued for war with the Qing dynasty. The debate that human nature and things nature are same or different which proceeded around 100 years influenced not only academics but also society in the late Choson dynasty. First, when this debate was unfolding, the idea that people are equal emerged for the first time. Second, this debate contributed to the adoption of impartiality policy and the rise of Northern Korean Learning School. Third, the human nature and things nature same theory brought about changes in the perception on China, which contributed to embrace the culture of Qing dynasty.