1894년~1905년 학부 지리교과서에서 나타난 ‘조선’의 공간적 인식 - 『조선지지 』와 『대한지지 』의 비교를 중심으로 -

김윤희 대구가톨릭대학교 인문과학연구소 2024 인문과학연구 Vol.- No.53

Previous researches on geographic textbooks published in Korea in the period from 1894 to 1905 were mainly focused on researches related to world geography, and there were very few studies on domestic geography. This was because domestic geography textbooks were not considered to be much different from the geography information produced during the Joseon Dynasty, unlike the fact that world geography textbooks were considered to be new knowledge. Little attention was paid to the effects caused by dividing geography textbooks into foreign and domestic, or the differences in content between the Joseon-Gygi(Chorography of Joseon) and the Daehan-Gygi(Chorography of Daehan). Based on this research deficiency, this study explored the formation of spatial perceptual frameworks of ‘Joseon’ by focusing on two national geography textbooks. Firstly, in 1895, as geography education in elementary school was divided into foreign and home countries, the description of 'Joseon' was omitted from foreign geography textbooks. This was to secure possibility that knowledge of ‘Joseon’ could be differently formed from foreign geography textbooks. In the domestic geography textbooks, the territory was described as a closed space separated from neighboring nations and a mass emerge from the origin. Secondly, the Daehan-Gygi(Chorography of Daehan) completely reorganized the previous domestic geography information by linking natural geography to the power of the state. The following knowledge contributed to forming spatial perceptual frameworks of ‘Joseon’ in a world order where sovereign states compete: Knowledge that can recognize the distinction between foreign country and the home country, the relationship with foreign countries, knowledge of ‘national power’ linked to natural geographic information, and the time axis of development, etc.

조선 전기 이전의 지리지와 지명

박병철 ( Park Byeong-cheol ) 한국문학언어학회 2017 어문론총 Vol.74 No.-

Geography is a systematic and comprehensive description of all the aspects of land in a limited area. Its publication serves as the consolidation of centralized government by accumulating administrative information and spreading cultural ideology. Geography sections of History of Three Kingdoms, which is the first extensive treatise on geography published in Korea, lists the place names of counties and prefectures. Geography sections of History of Goryeo follows the example of History of Three Kingdoms and put together the place names and their history of counties and prefectures. These documents also contains variations of some place names and are valuable materials for the study of language, geography, history, folklore of those days. As the centralized government is intensified with the foundation of Joseon Dynasty, comprehensive treatises on geography that encompass all the area of Korea are published. Most parts of Geography section of The Veritable Records of King Sejong deal with counties and prefectures. However, there can be found contemporary and ancient names of villages, mountains and post towns. '所屹串里', '加左谷', and '牛項' are some examples of such village names. Though transcribed in Sino-Korean words, these are faithful translations of '솔곶이', '가자골', and '쇠목' and thus reflect the archetype of native Korean place names. Augmented Survey of the Geography of Korea is a definitive book of geography in early Joseon period with its emphasis on cultural aspects. It is published by the protagonists of the glory days of Dynasty who aspired everlasting power and authority. As the title suggests, it is a compendium that encompasses all the cultural aspects rather than a simple description of geography. By including place names of all natural, physical, cultural and human geographic elements, it surpasses all the former treatises of Geography which are limited to the description of administrative names. As a result, almost all the names are transcribed in Sino-Korean words and it still effects current naming of place names.

문학교육의 학제적 접근 : 지리학과 지리교육이 문학에 접근하는 방식

심승희 ( Seung Hee Shim ) 한국문학교육학회 2012 문학교육학 Vol.37 No.-

Geography and literature have something in common with writing about places. Because of this, geography have had interests in literatures. This study attempted to classify how literary geography to approach to literatures and looked into the various case studies. These attempts will contribute to the evolving relationship of literatures, geography and the education of geography. First, the types that literary geography has approached to the literatures can be divided in two. One type is that geography regards literary works as recording places, the other type is that geography regards literary works as making places. Secondly, one type as recording places in turn can be classified in three approaches, that is, positivistic, humanistic, structural. The other type as making places focuses on the phenomena that popular literary works become to have a power to change geographical worlds. The literary works having such a power can make the specific gazes on the place or, maybe and can change the physical characters of the places. Also the education of geography has come to use the literary works, because the literary works can enhance the sense of place and can be rich sources of learning material about regions. The literary works are utilized as learning materials to teach the topics of school geography lessons effectively and as models of geographical writing. But so far the education of geography could not take full advantage of the educational values of literary works. Therefore in future the education of geography seems to be necessary to introduce the rich research achievements of the literature and the education of literature.

The Study on “Modern and Contemporary National Geography View” from the “National Geography View” in the Pre-Qin Period of China from the Perspective of Geography1

Yang Lei 아시아사회과학학회 2021 Jornal of Asia Social Science Vol.2 No.2

Combing the “Historical Records”, “Local Records” and “Travel Notes” in the pre-Qin period in ancient China, and combining with the previous research results, the concept of ethnic geography in the pre-Qin period mainly expresses the orientation correspondence between the ethnic groups in the Central Plains and the surrounding ethnic groups, and views the surrounding ethnic groups with the Central Plains and China as the main body, and compares the “other culture” with the “standard culture”. The most representative view of ethnic geography in pre-Qin period is the Five-Party Pattern Theory in Book of Rites and Imperial System. This paper emphasizes that under the restriction of geographical environment, ethnic geography has changed in living, clothing, food, utensils, etc. These changes have changed the character and culture of the nation (ethnic group). Inspired by the Five-Party Pattern Theory in The Book of Rites, Imperial System, the modern and contemporary national geographical view is to understand the national culture from the cultural holders themselves, and it is an explanation of the integrity, humanity and differentiation of the geographical environment. Reflect the national geographical view, that is, the information carrier, through the aspects of food, clothing, housing and transportation. According to the cognitive level, there are three forms of ethnic geography: religious ethnic geography, theoretical ethnic geography and empirical ethnic geography. From the perspective of geography, ethnic geography also has temporal and regional characteristics.

고등학교 「세계지리」 교과서의 유럽지리 서술에 대한 비판적 고찰: 산업 및 경제지리 내용을 중심으로

이민환,류나영 한국지리학회 2024 한국지리학회지 Vol.13 No.1

This study aims to introduce the contents about geography of Europe in high school “World Geography” textbooks based on the 2015 geography education curriculum, and to critically review the chapter VI: Europe and North America, of which the focus is on regional geography. Major findings are as follows: first, oversimplification in describing change of industrial geography in Europe; second, excessive memorization in detail; third, overgeneralizing Western Europe and excluding Eastern Europe. These issues require attention because there is a concern that misconceptions may be instilled in students who learn world geography. The direction of improvement that can make the description of geography of Europe more logical is suggested. This contributes to making it easier for students to understand geography of Europe.

同心圓 構造 中心의 模型을 이용한 地理敎育課程 計劃

芮庚熙 청주대학교 학술연구소 2003 淸大學術論集 Vol.1 No.-

The purpose of this paper is to present the suggestions that are related for geography curriculum planning using concentric model and its related model in Korea. 1. The contents of study are below. (1) General considerations of geography curriculum planning using the concentric model. (2) Some trends of geography curriculum planning using the concentric model in United Kingdom. (3) The geography curriculum planning using the concentric model of W. E. Marsden and three-year program using the concentric model of Marsden. (4) Conceptual, regional, concentric, logical approaches of Lee, Chan and Lim, Duck-Soon and the concentric model of Lee, Yang-Woo. (5) Examples of the concentric approach using inquiry models of G. T. G. Rimmington. 2. The suggestions that are related for geography curriculum planning using concentric models and its related models in Korea are below. (1) The concentric approach is used to integrate the topic and region in order to complement regional method and systematic method. In the concentric approach, local study is valuable in itself and has additional merits to integrate our state and other parts of the world. The local study is required to use large scale map and to learn local task by map learning. Therefore, we must strengthen to use large scale map and learn local task by map learning in the local study of concentric approach. (2) The concentric model of W. E. Marsden is the most important and valuable model of geography curriculum planning. By the application of this model, we can constitute curriculum planning of the local geography and state geography of korea. (3) If a school is located in rural town and other metropolitan region, the concentric model of Marsden can be used to emphasis other view points of geography. Therefore the concentric model of Marsden is seen to have valuable suggestions of geography curriculum planning in Korea. (4) If the conceptual-regional-concentric-logical approach of Lee, Chan and Lim, Duck- Soon and the concentric model of Marsden are to compare the flexibility, the latter has the more flexibilities than the former. The concentric model of Marsden is applicable to study local community, local study and national geography of Korea. (5) Though the model A and B of G. T. G. Rimmington are not just fit the concentric approaches, they are valuable to inquiry the field as immediate examples to study the empirical facts to develop the test of facts and to applicate in the various states and other parts of continents. Therefore, geography teachers of Korea must try to strengthen inquiry learning using the model A and B in the concentric framework.

영국의 학교지리 교육과정의 발전방안

예경희 청주대학교 학술연구소 2004 淸大學術論集 Vol.4 No.-

The purposes of this paper are to consider developments of school geography projects that School Council for the Curriculum and Examination develop in the United Kingdom just before and after 1980. The geography projects are following: Geography 14 to 18 Project, Geography for the Young School Leaver Project(GYSL Project), History, Geography and Social Science 8-13 Project, Geography 16-19 Project. The characteristics of these geography projects are briefly following: (1) Geography 14 to 18 Project The Geography 14 to 18 Project teams initiate a program of curriculum development for more able students between the age of fourteen and eighteen. The teams want teachers to be largely responsible for curriculum developments and renewal within the project' s guidelines. The project' s published teaching materials are intended as models to help teachers develop their own instructional units and as resources that can be added , modified, or updated. (2) Geography for the Young School Leaver Project(GYSL Project) GYSL Project teams identify three main themes: man, land, leisure; cities and peoples; and peoples, place, and work. Within each theme, five to six units or subtopics are developed, each requiring one month of instruction. They emphasize the production of closely structured teaching materials to meet the needs of nonspecialists teachers in geography. Although the Geography 14 to 18 Project and the GYSL Project are originally complementary, the GYSL Project teams place more emphasis on shorter term needs less dominated by examination pressures, and the Geography 14 to 18 Project teams stress longer term needs in an examination context. Both teams have negotiated with examining boards, however, and it is possible to follow C.S.E, and G.C.E. O level syllabuses based upon these projects. (3) History, Geography and Social Science 8-13 Project This project is established as response to concern about the absence of a social science curriculum for eight through thirteen years old children. The aims are to develop course and materials, while avoiding a "teachers-proof" package. The project involves the team' s views; a series of fifteen units, each devoted to a theme and intented to show how the project' s ideas can be implemented; a study of changing communities; a book themes in outline intended to help teacher design their own units; and a sets of eight support papers. (4) Geography 16-19 Project The fundamental aims of the Geography 16-19 project are: (1) to involve teachers and lecturers in a reconsideration of the objectives, contents, and teaching methods for geography course at the six form level and by means of this involvement, (2) to help teachers appreciate the significance of their role as curriculum developers.

人文地理學 硏究의 回顧와 展望

芮庚熙 淸州大學校 學術硏究所 2006 淸大學術論集 Vol.7 No.-

The purposes of this paper are to review my researches and suggest implications on the study of human geography. To achieve these aims, the fields of my researches on human geography(1971, 8-2006, 2) are divided as below: ⑴ general geography, ⑵ geographic education, ⑶ social geography, ⑷ tourist geography, ⑸ Pungsu Chiri, ⑹ applied geography, ⑺ community geography, ⑻ regional geography, The suggestions that my researches on human geography can be provided the research of human geographers are as below: ⑴ Whatever fields of geographic research, geographers need to understand the structures of geography and the currents of academic geography. ⑵ The geography professors of college of education must understand not only the geographic education researches and subject matters as the task of geographic education professors but also need to research and develop them. ⑶ In spite of research difficulty by the lack of formal materials, urban and social geographers need to study the urban informal sectors in contemporary society. ⑷ As many peoples enjoys tourism to get their life enjoyment in domestic and foreign country, geographers must need to study tourism geography in their fields. ⑸ As the geography contributes human welfare, the academic geographers need to try the contemporary problems-solving in their special fields with conjunction to disciplinary approaches. ⑹ In order to contribute the development of community and their province, the geographers need to study the geography of community and region that is located on their university ⑺ The Pungsu Chiri must be much researched in order to study the cultures and image of our land. ⑻ The geographers need actively to participate the researches of community and regional geography in order to develop their community and regional culture.

More-than-human Geographies of Nature

Myung-Ae Choi(최명애) 대한지리학회 2016 대한지리학회지 Vol.51 No.5

‘인류세’라는 새로운 지질학적 연대가 도래했다는 최근 지질학계의 주장은 인간 사회와 자연을 분리된 것으로 여겨온 기존의 대중적 인식에 균열을 가져오고 있다. 인문지리학자들은 인류세 논의가 시작되기 오래전부터 이같은 이분법적 인식을 해체하고 인간과 자연의 관계를 새롭게 이해하기 위한 이론들을 개발해 왔다. 본 논문은 이같은 이론적 논의의 최전선에 있는 ‘비인간지리학(more-than-human geography)’의 주요 개념, 논쟁, 연구 성과를 소개, 국내 정치생태학 논의의 이론적 지평을 넓히고자 한다. 최근 영미 정치생태학계에서 비인간지리학은 인간-자연 관계를 이해하고 형성하는 데 있어 그간 소외돼 온 비인간 행위자의 활약에 주목함으로써, 인간 행위자 중심의 기존 연구를 발전시킬 수 있는 새로운 이론으로 주목받고 있다. 이 이론은 2000년대 전후 지리학계에서 발생한 ‘물질적, 수행적 전환’에서 출발, 인간과 자연의 물질성에 주목하고, 이를 통해 자연에 대한 구조주의적 이해와 생산주의적 이해를 넘어서고자 한다. 비인간지리학자들은 행위자-연결망 이론, 비재현 이론, 생기철학에 이론적 기반을 두고, 비인간 행위성(nonhuman agency)과 감응(affect) 등의 개념을 통해 인간-자연 관계를 분석한다. 비인간지리학에서 자연은 다양하고 이질적인 인간 및 비인간 행위자들의 수행(performance)에 따른 결과물로 인식되며, 네트워크 행위자들의 다양한 수행에 따라 끊임없이 새롭게 만들어지는 것으로 생각된다. 이같은 혼종적, 과정적, 내재적 존재론에 기반을 두고, 비인간지리학은 비인간 행위자와 비재현적 소통이 인간-자연 관계의 이해와 형성에 깊이 개입돼 있다고 보고, 자연에 대한 정치적, 윤리적 결정에 있어 비인간 행위자를 적극 포함시켜야 한다고 주장한다. The recent diagnosis of the Anthropocene challenges public understanding of nature as a pure and singular entity removed from society, as the diagnosis confirms the earth-changing force of humans. In geography, the nature-society divide has been critically interrogated long before the diagnosis of the Anthropocene, developing several ways of theorizing nature-society relations. This paper introduces a new frontier for such theoretical endeavors: more-than-human geography. Inspired by the material and performative turn in geography and the social sciences around the 2000s, more-than-human geographers have sought to re-engage with the livingness of the world in the study of nature-society relations. Drawing on actor-network theory, nonrepresentational theory (NRT) and vitalism, they have developed innovative ways of thinking about and relating to nature through the key concepts of ‘nonhuman agency’ and ‘affect’. While more-than-human geography has been extensively debated and developed in recent Euro-American scholarship on cultural and economic geography, it has so far received limited attention in Korean geographical studies on nature. This paper aims to address this gap by discussing the key concepts and seminal work of more-than-human geography. I first outline four theoretical strands through which nature-society relations are perceived in geography. I then offer an overview of more-than-human geography, discussing its theoretical foundations and considering ontologies, epistemologies, politics and ethics associated with nature-society relations. Then, I compare more-than-human geography with political ecology, which is the mainstream critical approach in contemporary environmental social sciences. I would argue that more-than-human geography further challenges and develops political ecology through its heightened attention to the affective capacity of nonhumans and the methodological ethos of doing a careful political ecology. I conclude by reflecting on the implications of more-than-human geography for Korean studies on nature-society relations.

고등학교 「경제지리」 과목의 역사적 기원과 의미

안종욱 ( Chong Uk Ahn ) 한국지리환경교육학회 2012 한국지리환경교육학회지 Vol.20 No.3

Economic Geography’ textbook was published right after National Liberation - the Period of Syllabus -, authorized and used in school. Also, in 1950’s, the contents of Economic Geography was recognized its value and importance as it appeared in the highly regarded exam such as university qualification exam and Public Administration exam. In the mid 1950’s, after the Period of Syllabus, subject ‘Geography’ was divided and rearranged into ‘Human Geography (a social science subject in academic high school)’, ‘Earth Science (a science subject in academic high school)’ and ‘Economic Geography(a subject in vocational high school)’. Although, the name ‘Earth Science’ was actually ‘Physical Geography’ at the first place, it turned its identity into one of Science subjects. Moreover, ‘Economic Geography’ which has been taught in vocational high school for more than 50 years, was not considered enough to be involved and issued when Geography Curriculum was developed and revised. Among the number of reasons that why Economic Geography is excluded from National Curriculum, one of the important reasons is Economic Geography was not the academic high school subject since the 1st National Curriculum. Considering this aspect, it needs to extend the issues of Geography curriculum up to vocational school subject, and also related research should be conducted for ‘Economic Geography’ textbook structure and its contents.