Myth is defined by functional elements as not a literary genre in which there are quaint happenings by sacred figures but as a broader category of ‘a sacred story implying an ideology. From this point of view, history in Korea comes to have a close relationship with myth through its institutionalization and discourse. Accordingly, if the link between Seongho School and the institutions of Joseon Dynasty and between Seongho School and enlightened thinkers can be found, diachronic reflections on the interpretations and changes of perceptions of myths in Korea since the modern times will be possible. Seongho Lee, Ik who was active around Geun-gi area in the latter Joeson period and his followers’ school is called Seongho School. Their academic and political goals were very different from Noron that dominated the time. Unlike Noron that absolutized Gija, Seongho School considered Dangun as equal to or higher than Gija to weaken Gija’s absoluteness. Through this, Seongho School idealized the past three polities and pursued a revolution commissioning politics to absolute modern monarchs that would realize them in the time. This argument was the opposite to Noron’s government by moral suasion that attached importance to Confucian in Sung dynasty, but King Jeongjo accepted this argument of Seongho School through Cheongnam School. After King Jeongjo, also in the reign of potentates era, this ideal of Seongho School continues through Park, Gyu-su or Gaehwa School that followed him. Seongho School tried to raise their historical discourse to the level of the world order through empirical attitude. In addition, introducing Chinese legitimism to Korean ancient history, they argued that the world order had already been prepared in the past of Joseon Dynasty, which should be applied to the future of Joseon Dynasty. Through this process, the ancient history and the founder of Joseon Dynasty began to be mythicized through the processes of ‘the mythicization of history’, ‘the historicization of myth.’ Later, enlightened thinkers who found the ground of introducing national discourse in this structure inserted the concept of nation instead of the three polities in this to institutionalize it into national education. The people and national myth taken for granted by contemporary people were prepared through this.