1910년대 조선총독부의 식민지교육정책과 미션스쿨

정준영 ( Joon Young Jung ) 한국사회사학회 2006 사회와 역사 Vol.0 No.72

This paper examines the formation of colonial education system in Korea, focusing the secondary and higher education policies of Chosun Government-General in 1910s. Especially, it is noteworthy that the relationship of Chosun Government-General and the mission schools was characteristic of colonial education system in 1910s. The colonial education of Chosun Government-General had several critical features: It intended to assimilate the colonized into the colonizer at the level of educational ideal. But, in effect, it was a means of discriminating against the colonized at the level of education policy. What was worse, the colonial power repressed the demands of Koreans for secondary and higher education. By the way, some missionaries attempted a difficult task of making the christian education system which comprised the existing mission schools, which had an elementary course or a secondary course. Some missionaries such as W. Baird or Underwood gave an attempt to found a union christian college at Pyengyang or Seoul, in pursuit of the self-supporting Christian education system. The colonial power understood this action of missionaries and mission schools as the challenge against the colonial education system. A policy line of the colonial power concerning the secondary and higher education since 1915, was a response to the challenges of missionaries and mission schools. The conclusions of this paper are as follows: 1) The colonial education of Chosun Government-General has been challenged by inside and outside of the colonial society. Though the colonial power had a monopoly of the education policies, the mission schools had been beholding the initiative at least until 1910s. 2) But, the mission schools had contradictory characters. Because the christian education at which the missionaries aimed was necessarily not in accord with the modern education, and was not opposite to the colonial education of the colonial power. 3) Another key role in the formation of the colonial education had been played by the colonized. They founded and kept the mission schools with the missionaries or by themselves. Koreans in 1910s disapproved the colonial education, but explored another meaning in the mission schools. This meaning was necessarily not in keeping with the intention that the western missionaries pursued in the mission schools.

제2차 조선교육령기 사립 중등학교의 정규학교 승격운동과 식민지 근대의 학교공간

장규식,박현옥 한국중앙사학회 2010 중앙사론 Vol.0 No.32

Colonial modern education field in Korea was interwoven by diversified education agents concerning education policy such as Goverment-General of Korea, school managers, students, and so on. Along with the Second Chosun Gyoyukryong (Ordinance on Education of Korea, 1922), which formulated a hierarchical education system in the direction of common school (Botong Hakgyo: elementary school) - higher common school (Godeung Botong Hakgyo: middle and high school) - college - university, the secondary school education system consisted of two sides, institutionalized middle school (Godeung Botong Hakgyo) versus non-institutionalized school (Gakjong Hakgyo). Here the status of private secondary school was aligned within the policy. The norm to determine the authorized status chiefly depended upon whether it adapted to colonial education system. Reorganizing the education system similar to that of Japan through the Second Chosun Gyoyukryong (1922), Goverment-General of Korea made a strategy that divided schools into two groups in terms of institutional and non-institutional education. The strategy was to discriminate non-institutionalized schools by inflicting some loss to them, while they offered various opportunities like advanced academic course and jobs to the institutionalized schools. As a reaction to this ‘divide and rule’ strategy while it gave gradually rise to excessive valuing of academic background, there had appeared a movement promoting authorization of the private non-institutionalized school. The movement for authorizing the private secondary school stemmed from an allied strike of students developed into two directions; one was an attempt to rise to formal higher common school and the other was to authorize the degree school offered. Whereas the secular private school wished the former, the mission schools, especially managed by the presbyterian denomination, led to the latter. If the mission schools were authorized to be higher common school, they could not offer bible study in their education program. In this sense, the presbyterian schools preferred the status of the designated school (Jijung Hakgyo) which could offer degree at the same time maintaining an independent status to have Christian education program. It is necessary, thus, to understand such the difference in authorizing movement not on the basis of bipolar opposition between colonial education and national education, but among three, colonial education, national education, and Christian education. Authorizing the private school within the dominion of colonial education system, however, does not imply carrying the Japanese occupation fully on the educational field of colonial Korea. It was because the managers of private schools also tried to make room for national or Christian education, despites limits. Therefore, we can conclude that the modern education field of colonial Korea was the place where ‘assimilation’ and ‘differentiation’ were pursued together.

학부편찬 『보통학교학도용 일어독본』삽화의 교육적 함의와 지향성

성윤아,김은경 중앙대학교 중앙사학연구소 2014 중앙사론 Vol.0 No.39

『IL-EO DOK-BON』was Japanese language textbook the were written by the Japanese. However the illustrations of the book were also imply the political intentions of Japanese colonial government and describe the other side of the colonial educations. The illustrations were used for a visual tool, giving an indirect experience to Korean children who changing for Japanese needs. Such an educational methods made those children eager to for modernize and yearn for Japan without resistance to forced education. The effect was further good in senior. The illustrations of 『IL-EO DOK-BON』are classified by definition of ideological, practical and identificational education for Korean children. Educational meaning transition as follows; ①Confucian virtues in Chosun (for example; filial duty, brotherly/ sisterly love, and comradeship, gender roles) were also important to Japanese subjects for colonial rule. ② There are many illustrations that empathized the public morality and order in the basic modern country. ③ 『IL-EO DOK-BON』had an intention to create an obedient people in colony through the appearance of children that being diligent, working hard and keeping promise. ④ The illustrations of 『IL-EO DOK-BON』, as a second language textbook, contains the moral principle of ruler in order to present the appearance of an ideal Japanese to Korean children in colony. ⑤ It was shown the appearance of modernized Japan and that of primitive Chosun so that the children disparage their nation by themselves and can yearn for Japan. Colonial Government and Department of Education had done the educational goal with the technical education for increasing the labor than human based higher education. That was practical education what they had been said. But, in the inside of that, the education had intended to create the obedient and increasing labor in their colony. And they had an intention to use Korean labor as a Japanese growth engine, and that was reflected the illustrations. It was established the basis of colonial education. The illustrated contents had been settled as a educational tool for changing Korean to faithful Japanese. This education prevent from Korean national education and had an intention to justify Japanese annexation of Chosun through the colonial education.

근대 부산 초등교육의 전개와 그 성격에 관한 연구

강기수 동아대학교 석당학술원 2008 石堂論叢 Vol.0 No.41

The purpose of this study is to explore the process of development and characteristics of Busan modern(the enlightenment and Japanese Colonial Period) elementary education. The history of Korean education has been studied in disregard of the history of local education. Due to non-systematic and non-scientific research methodology and researcher's indifference toward local education, the study of educational history in korea has not been carried out. This study analyzed the process of development of Busan elementary education in the enlightenment and Japanese Colonial Period. On the basis of these perceptions, this researcher studied the characteristics of Busan modern elementary education. As results of analysis, conclusion as follows; First, The elementary education of Busan in the enlightenment and Japanese Colonial Period was started by the influential persons and residents in Busan, and established by their's help. Second, The elementary education of Busan in the enlightenment and Japanese Colonial Period was utilized to ‘institution of colonial education’ governed by the Japanese colonial authorities of education. Third, The Busan modern elementary education contributes to modernize students' spirits and thinking, despite of the government of the japanese colonial authorities. In Conclusion, Even though the Busan modern elementary education have developed under the domination and control of Japan, it was found out that the Busan elementary education had been equipped with the important spirit and virtue including an independent spirit of self-support and self-existence. That makes a big significance on the history of Korean. 이 연구는 개화기 및 일제하 부산의 초등교육의 전개과정을 살펴보고, 그 성격을 고찰함으로써 근대 부산의 초등교육의 성격 일단을 구명하고자 한 것이다. 이를 위하여 개화기 및 일제하의 우리나라 초등교육과 부산 초등교육의 전개과정을 고찰한 다음, 이에 근거하여 근대 부산 초등교육의 성격을 구명하였다. 논의에 근거한 결론은 다음과 같다. 첫째, 근대 부산의 초등교육은 부산지역민의 노력과 협조로 전개되었다. 둘째, 근대 부산의 초등교육의 전개과정에서는 부산 지역민들의 개화와 민족의식이 강하게 표출되었다. 이것은 민족과 국가의 위기를 극복하려는 강한 민족의식에서 기인했다고 할 수 있다. 셋째, 근대 부산의 초등교육은 식민지 교육의 특성을 갖고 전개된 측면도 있지만, 부산 지역민의 의식 성장과 인재양성에 기여하였다. 결론적으로 개화에 대한 열망으로부터 시작된 근대 부산의 초등교육은 일제에 의해 식민지 교육의 수단으로 왜곡되어 활용되기도 했으나, 부산지역민의 노력과 협조로 민족의 얼을 되살리는 민족교육, 애국교육의 성격을 지니고 전개되었다고 할 수 있다.

해방 후 한국의 '새교육운동'과 창의성 중심 조형교육으로의 전환 고찰 -박휘락의 『새교육과정에 의한 우리 학교 美術敎育②』(1964) 분석을 통해서-

서희정 ( Suh Heejung ) 성신여자대학교 인문과학연구소 2024 人文科學硏究 Vol.49 No.-

1945년에 일본 제국주의의 식민지 상황에서 해방되면서 조선총독부를 중심으로 계획되고 구성되었던 식민지 잔재를 모두 청산하고 1948년 한반도의 38선을 기준으로 남쪽에만 민주주의를 기반으로 한 대한민국이라는 단독정부가 미국의 원조를 받아 새롭게 수립되었다. 이로써 대한민국의 공립학교에서는 일제강점기의 황국신민화를 목표로 한 교육이념을 토대로 모사본을 보고 따라 그리며 배우는 일본식 임화교육 방식을 벗어나 ‘새교육운동’이 시작되었고, 학습자 개개인의 경험과 창의성을 중심으로 하는 ‘창의성 중심 조형교육’이라는 새로운 패러다임이 모색되었다. 이와 같은 역사적 배경을 살피며 본 연구는 일제 식민지 잔재를 청산하고 미국으로부터 도입된 민주주의교육을 기조로 하여 어떻게 서구식 조형교육이 도입되고 전환점을 맞이하게 되었는지 주목하고 고찰하는 것을 목적으로 한다. 이러한 문제제기는 지금까지 한국의 근대연구에서 개항기와 일제강점기와 해방공간을 각각의 단독적인 주제로 삼아 지엽적으로 논의해오던 연구와 달리, 일제의 식민지 잔재 청산이라는 연장선에서 해방공간의 대한민국이라는 민주주의 독립국가의 건설의 전환점을 함께 살펴본다는 점에서 새로운 시사점을 제공해 줄 수 있다고 본다. 해방 이후 피바디교육사절단 등을 통해 한국에 존 듀이와 허버트 리드의 학습자중심의 ‘경험’과 ‘자유’를 중시하는 민주주의 이념을 기반한 교육철학이 소개되었다. 본 연구에서는 그들의 문헌을 살피며 구체적으로 1964년 당시 문교부 미술과 연구학교로 지정되었던 경북대학교사범대학 부속국민학교에서 박휘락에 의해 시도된 연간지도계획서 『새교육과정에 의한 우리 학교 美術敎育②』을 함께 비교, 분석하였다. 그리하여 창의성중심 조형교육을 통해 민주주의교육뿐만 아니라 ‘전인교육으로서의 조형교육’이라는 새로운 방향을 추구하고자 대한민국의 공립학교에서 시행된 조형교육의 새교육방향을 확인할 수 있었다. In 1945, after being liberated from the colonial situation of Japanese imperialism, all colonial policy organized by the Japanese Government-General of Korea were liquidated, In 1948, an independent government called the Republic of Korea, based on democracy only in the south of the 38th parallel of the Korean Peninsula, was established with the aid of the United States. As a result, It became breaking away from the Japanese-style art education method of learning by copying the sample icon in the textbook, which was based on the educational ideology under the Japanese imperial rule during the Japanese colonial period. And a 'new education movement' was launched in Kore which was the concept of a 'creativity-centered art education’. It focus on the experience and creativity of each student as a new paradigm of art education. Looking at such a historical background, this study tried to pay attention to how Western-style art education was introduced and reached a turning point according to the basement of democratic education from the United States after liquidating the remnants of Japanese colonial rule.The previous studies that have discussed Korea's modern period, only focusing on the Japanese colonial period or only focusing on the Republic of Korean government after liberation from Japanese colonial period since 1945. However, this study focus on the Republic of Korean government since 1945 as an extension of the liquidation of the remnants of Japanese colonial rule together. This study believe that it can provide new implications for the study of Korea's modernization that also should be examined as the turning point toward the construction of an independent state together with an extension of the liquidation of the remnants of Japanese colonial rule. After the liberation from Japanese colonial period, the education philosophy based on the democratic ideology of John Dewey and Herbert Reed, which emphasized learner-centered 'experience' and 'freedom', was introduced to Korea through Peabody educational missions. Through this, Korea set a new direction of ‘Art education as the holistic education’. This study reviewed John Dewey and Herbert Reed’s theory in books, specifically compared with the annual guidance plan Art Education at Our School in New Education Program② by Park HwiRak at Kyungpook National University College of Education Affiliated Elementary School, The school was designated as an art research school by the Ministry of Education in 1964. This study analyzed thie annual guidance plan on the basis of Creativity-centered Art education while receiving the educational philosophy by John Dewey and Harbert Reed on the basis of Democracy Education while coming true the holistic education.

일제 강점기 ‘국어교육’의 식민지 근대성 연구 서설 - ≪보통학교 국어독본≫을 중심으로

배수찬 한국언어문화학회 2009 한국언어문화 Vol.0 No.39

This study aims to survey the internal moment of emerging modern Kokugo(國語)-Education in East Asia, and analyze the historical background and the situation of Kokugo-Education in Japan, and investigate the influence of it to the Kokugo-Education in the colonialized Korea in the half of 20th Century. Strictly speaking, by comparing two Kokugo-Educations I tried to enlighten the real aspect of Japanese Language Education in the name of Kokugo-Education in the colonialized Korea. This paper is not more than an entrance of such a long-term study. In this paper I clarified the modernity and coloniality of Hutsuugakkou Kokugo- Tokuhon(普通學校國語讀本), so in the next stage, I wish to compare the other Kokugo-Education text of different period and find out the aspect of modernity and coloniality: one including the concern on the childhood, education system, and group life, the other including the recognition of discrimination on Chosun Peninsula as compared with the Japanese mainland, and of exploiting the colonialized Chosun province and inspiring the national consciousness. I wish the next paper concrete and precise. This study aims to survey the internal moment of emerging modern Kokugo(國語)-Education in East Asia, and analyze the historical background and the situation of Kokugo-Education in Japan, and investigate the influence of it to the Kokugo-Education in the colonialized Korea in the half of 20th Century. Strictly speaking, by comparing two Kokugo-Educations I tried to enlighten the real aspect of Japanese Language Education in the name of Kokugo-Education in the colonialized Korea. This paper is not more than an entrance of such a long-term study. In this paper I clarified the modernity and coloniality of Hutsuugakkou Kokugo- Tokuhon(普通學校國語讀本), so in the next stage, I wish to compare the other Kokugo-Education text of different period and find out the aspect of modernity and coloniality: one including the concern on the childhood, education system, and group life, the other including the recognition of discrimination on Chosun Peninsula as compared with the Japanese mainland, and of exploiting the colonialized Chosun province and inspiring the national consciousness. I wish the next paper concrete and precise.

식민지근대화론 논의의 성격과 그에 대한 교육적 이해 및 비판

이윤미 한국교육사학회 2003 한국교육사학 Vol.25 No.1

This paper critically examines the controversy over the issue of colonial modernization, which has attracted attention since the 1980s. The debate saw its peak in the late 1990s in Korea as the proponents of colonial modernization have overtly challenged the (ultra-)nationalist tendencies in the historiography of Japanese colonial period and urged for an "objective" writing of history, arguing that the nationalist historiography has hindered historians to acknowledge the evident "continuity" between the pre-1945 period and the postcolonial Korean society. The controversy lies in that the proponents argue, evidenced by empirical research, that postcolonial economic development has been significantly connected to the Japanese colonial legacy (or heritage). This paper reappraises the controversy by inquiring into the pros and cons of the debate and discusses the implication for the historiography of colonial education in Korea. Despite its conceptual and methodological weaknesses, especially in rendering a linear explanation of history, the idea of colonial modernization has contributed in forming an alternative approach to the historiography of Japanese colonialism which had been heavily dominated by nationalist arguments. History of colonial education has also been influenced by the nationalist tendencies, thereby underestimating the elements of modernity which has evolved since the colonial period. In this paper, major aspects of the colonial modernization idea, i.e., the basic assumptions of modernization or modernity, the notion of cultural hegemony of Japanese colonialism, and the idea of "continuity" or tracing of the origins in the past, are critically reexamined with regard to their implications in the history of colonial education. In conclusion, as critically reflected in light of these three aspects, the idea of colonial modernization is discussed to have crucial limitations in replacing or substituting the nationalist tendencies in the historiography of colonial education because of the flaws in the fundamental assumptions of the theory.

1938~1945년 베트남에서의 식민교육정책

정리나 동아인문학회 2019 동아인문학 Vol.46 No.-

The purpose of this paper is to find out the education policy of colonial Vietnam from the year of 1938 to 1945, which is relatively under- researched than the first and second education reforms. Though it was not easy to go over every detail of the policy due to lack of data, the information I can verify that in these years, French Indochina government completed its colonial education system in Vietnam and to learn about the education policy of the Japanese Empire. French Indochina completed their colonial education system to meet its special procurement demands during the wartime, completing the colonization process of Vietnam as well. Meanwhile, the Japanese Empire, stationed in the Indochina, built up a cooperative governing system with French Indochina government in an attempt to make the colony as an outpost of its southward conquest, reinforcing its influence on the region and winning the Vietnamese over. What is notable about the education policy in this period is that French Indochina government, competing with Japanese Empire, established a complete modernized western education system, which was localized to Vietnamese society and extended higher education. However, the essential goal of such education policy was to create an education system as a method and an instrument for effectively governing and exploiting the colony. In this process, certain aspects were observed of transformation and reappearance of Confucian ideology, which French Indochina government tried to get rid of in its colonial education policy. 이 글은 제1차・제2차 교육개혁에 대한 연구에 비해 상대적으로 연구가 미진한 1938~1945년 시기 베트남에서의 식민교육정책과 그 특징을 살피는 것을 목적으로 한다. 자료의 한계로 인해 모든 교육정책을 살피는 데는 어려움이 있지만 이 시기 베트남에서의 프랑스의 식민교육체제가 완성되었다는 점과 일제의 주둔으로 인한 변동 등의 특징을 살필 수 있었다. 이시기 프랑스는 베트남의 식민지화, 식민교육정책을 완성하였을 뿐만 아니라 전쟁기간동안 국가의 필요에 따라 새로운 교육을 강화하였다. 또한 인도차이나에 주둔하고 있던 일제는 프랑스와의 공동협력・지배체제를 구축하여 베트남을 남방진출의 발판으로 삼는 동시에 자신들의 영향력을 강화하고 베트남인들을 포섭하고자 하였다. 프랑스와 일본의 대결이 벌어진 이 시기 교육정책의 특징은 식민지 베트남 현지의 사정에 맞춘 근대식 서구교육의 확립과 완비가 이루어지고 고등교육의 확대가 이루어졌다는 점이다. 그러나 이러한 교육정책의 본질은 식민지 통치와 착취를 위한 수단과 도구로서의 교육 확립이었다. 이 과정에서 식민교육정책이 제거하는 것을 목표로 삼았던 유교이데올로기의 변용과 재현의 양상이 나타나기도 하였음을 알 수 있다.

탈식민주의 문학교육과 이병주의 『관부연락선』

최현주 ( Choi Hyun-joo ) 한국문학이론과 비평학회 2011 한국문학이론과 비평 Vol.53 No.-

Lee Byung-Ju's 『The Gwan-Bu Ferry Boat』 is a proper text for literary education of post-colonialism. It realistically shows Yoo Tae-Rim's experience as a mobilized soldier, the education he got under the Japanese colonial domination, and the efforts of establishing a nation state after the liberation. So with 『The Gwan-Bu Ferry Boat』, as a meaningful text for post-colonial literary education, our study will come up with discussion about the post-colonialism in the book and search for the teaching method of post-colonial literary education. Lee Byung-Ju's 『The Gwan-Bu Ferry Boat』well shows this post-colonial education. It realistically represents the field of a liberated education from the Japanese colonial rule. This puzzling social-political field formed the field of current education and this aspect is well shown in 『The Gwan-Bu Ferry Boat』. This work reveals multi-layered contradictions and conflicts of a social commentary and also triggers the motivation to expand the closed field of education toward the social-political field. This work enables us to infer the meaning of dissolution and reconstitution of canon. In other words, 『The Gwan-Bu Ferry Boat』 is the work in which the focalized teller Lee wrote-back Yoo Tae-Rim‘s life and thoughts internalized in the autobiography <the gwan-bu ferry boat>. Also, we can infer the writer Lee Byung-Ju's will to write-back distorted modern history by Japan and to reject and dismantle the existing history. 『The Gwan-Bu Ferry Boat』 is the internalized work asking for the current field of education to overcome the closed space of controller and controlled one and to expand the educational prospect toward the field of social and history. In this sense, the field of the post-colonial education is not value-free and ideologically neutral. It has to function to overcome inner colonial identity and establish the ideology of resistance in order to get over ideology of colonial rule.

『朝鮮の敎育硏究』에 나타난 일제시대 초등 역사 수업 실천

김봉석 한국사회과교육연구학회 2007 사회과교육 Vol.46 No.3

The Practice of Elementary History Classes during the Japanese Colonial Rule in 『A Study on Chosun's Education』 Kim, Bong-Seok Seoul Yongma Elementary School This study is designed to research history classes in the elementary school during the Japanese colonial rule. The verbal evidence of teachers and students, two subjects of the history classes, would be the most important materials for this study. However, it was impossible to obtain those evidences. Accordingly, attention was paid to contemporary class guidelines and educational magazine "A Study on Chosun's Education." The magazine, only one magazine for elementary education during the Japanese colonial rule, covered all areas of elementary education including curriculum, educational methods, evaluation, and guidance for living and contained detailed information on the contemporary educational phenomena. The study on three guide books of the Korean history and one class afternote has revealed that the contemporary history classes focused on questions and answers, presentation, teacher-led tale-based teaching, and self-study by students' research and presentation. Comtemporary students are assumed to have taken more various types of classes than stated in the guide book. Most of all, it is urgent to find and research the verbal evidence of teachers and students, two subjects of comtemporary history education, and teachers' notes and diaries. Furthermore, it is required to make a following comprehensive study on "A Study on Chosun's Education", only one magazine for elementary education during the Japanese colonial rule. This magazine covers all areas of elementary education from 1930s to 1940s during the Japanese colonial rule. 본 연구는 일제시대 초등 역사수업의 실천 모습에 관한 것이다. 당시의 수업 실천을 살펴보기 위해서는 수업의 두 주체인 교사와 학생의 구술자료가 가장 생생한 자료가 될 수 있으나 이를 구할 수 없었다. 이에 당시의 수업지도안과 이를 수록한 교육잡지인 『朝鮮の敎育硏究』에 주목하였다. 이 잡지는 일제시대의 유일한 초등 교육잡지로서 교육과정, 교육방법, 평가, 생활지도 등 초등교육 전 영역에 걸친 글들이 게재되어 있다. 따라서 당시 교육 현상을 정밀하게 살펴볼 수 있는 자료이다. 3편의 국사과 수업지도안과 1편의 수업 후기를 중심으로 살펴본 결과, 일제시대의 역사 수업은 문답과 발표 그리고 교사의 설화에 의한 교사중심의 수업과 아동이 조사발표하는 자학자습의 수업 형태가 혼합된 형태였다는 것을 알 수 있었다. 실제 수업에서는 지도안에 실려 있는 내용 보다는 좀 더 다양한 수업 실천이 전개되었을 것이다. 무엇보다도 당시 역사교육의 두 주체인 교사와 학생의 구술자료 확보와 교사들의 수기나 일기 등 자료의 발굴과 연구가 절실하다. 아울러 일제시대의 유일한 초등교육잡지인『朝鮮の敎育硏究』에 대한 총체적인 후속연구도 필요하다. 여기에는 1930년대에서 1940년대 초까지 일제시대 초등교육의 모든 분야에 걸쳐 실질적인 내용이 담겨 있기 때문이다.