아관파천 후(1896~1903) 한국정부의 유학정책

김기주 호남사학회 2008 역사학연구 Vol.34 No.-

아관파천으로 들어선 친러정권은 일본유학을 중단시키고 기존의 유학생들을 대폭적으로 귀국시켜 이전정부의 유학정책을 부정하였다. 정부는 1896년 말 慶應義塾과의 유학생파견 계약을 해소하고 관비생 전원을 귀국시키기로 결정하였다. 관비생에게 1897년분까지만 학비를 지급해 주면서 그해까지 귀국할 것을 지시하였다. 동시에 학부모를 통하여 부모의 친병이나 친상을 구실로 귀국을 종용케 하였다. 상당수는 정부의 지시에 따라 자발적으로 귀국하였다. 1897년이 지나자 잔류한 유학생들은 친목회를 중심으로 정부의 조치를 비난하고 자구책을 강구하면서 일본에 남아 공부를 계속하겠다고 결의하였다. 잔류유학생들은 일본정부 및 민간인의 후원과 국내 독립협회 모금운동의 지원에 의해 학업을 계속할 수 있었다. 특히 독립협회의 관심과 지원은 정부로 하여금 일본유학생에 대한 학비 지원을 재개하도록 하는데 기여하였다. 1898년에 들어와 독립협회 등 국내 여론에 부담을 느낀 대한제국 정부는 일본유학생에 대해 방침을 바꾸어 하반기부터 학비를 지원해 주기로 하였다. 그와 함께 매우 혁신적인 해외유학정책을 구상하기까지 하였다. 아울러 다음해 정부예산에 외국유학생 경비도 산정해 놓았다. 그러나 그 계획은 예산과 실천의지의 부족으로 실현되지 못하였다. 1899년부터 예산에 책정된 일본유학생의 학비는 오랫동안 지체되다가 일 년이 훨씬 지난 이듬해 4월이 되어서야 학비가 지원되었다. 그러는 중에도 정부는 20여명의 사비생을 관비생으로 전환하여 충원하기도 하였다. 학비의 지체는 1900년에도 재현되고 1902년까지 이어졌다. 지체된 학비는 1903년 초 유학생에 대한 전면적 소환시 대부분 변제되었다. 정부는 1903년 2월 관비유학생 전원에 대해 소환 지시를 내렸다. 1902년에 드러난 유길준의 쿠데타음모사건에 일본육군사관학교를 졸업한 유학생 출신의 청년장교들이 연루된 때문이었다. 유길준 외에도 일본에 망명하고 있던 박영효․이준용 등 반역자들이 유학생들과 접촉하고 있어서 그들로부터 분리시키기 위해서였다. 25명의 관비생과 4명의 사비 일본육군사관학교 학생을 소환토록 하였으나 대부분은 그대로 남아 학업을 마친 후에 귀국하였다. 일본유학생을 소환하는 한편으로 러시아에 10명의 유학생을 파견하였다. 그리고 영국과 프랑스에도 각 10명씩의 유학생파견이 추진되었으며, 이어서 일본에도 10명의 유학생을 파견하였다. 이는 모두가 고종의 군사력증강책의 일환이었다. 아관파천 이후 한국정부의 유학정책은 이전 갑오개혁기에 친일개화파가 파견해 놓은 유학생에 대한 부정적 인식으로 인해 전반적으로 소극적이었다. 이는 정부의 학비지원에도 영향을 끼쳐 학비가 항상 지체되는 결과를 낳았다. 반역자들과 차단시키려는 정치적 상황과 결부되기도 하여 정책적 일관성을 갖지 못한 면도 있었다. 그러나 서양에 대규모로 유학생을 파견하려는 혁신적이고 원대한 구상도 있었고, 나중에는 군사력증강의 일환으로 서양과 일본에 소수 단위나마 유학생을 파견하였음을 볼 때 정부는 유학생 파견의 필요성을 항상 인식하고 있었고 부국강병책의 중요한 수단으로 삼고 있었음을 알 수 있겠다. 또한 유학생파견을 다국가적인 외교 교섭의 방편으로 활용하고 있었다. The pro-Russian government, which had been established due to Agwan Pacheon (King Gojong's Flight to Russian Legation), stopped studying in Japan, and ordered existing students studying in Japan to return sharply from Japan, and so negated the studying-abroad policy of the previous government. Our government decided to cancel the contract with Gyeong Eung Ui Suk for dispatching students studying in Japan and order all the government students studying in Japan to return from Japan at the end of 1896. Our government paid government students studying in Japan only the school expenses up to 1897, and then ordered those students to return from Japan until such year. At the same time, our government made the students' parents persuade their students to return form Japan in the pretext of their parents' illness or bereavement. Considerably many students returned voluntarily from Japan according to the order of our government. After 1897, around Chin Mok Hoe, the remaining students studying in Japan denounced the measures of our government, and devised self-help measures, and so made their determination to remain studying in Japan continuously. The remaining students studying in Japan could continue to study by the sponsorship of Japanese government and civilians and the support of our domestic Dong Nip Hyeop Hoe's fund-raising campaign. Especially, the interest and support of Dong Nip Hyeop Hoe (Independence Club) helped our government to resume the assistance of school expenses for students studying in Japan in the end. In 1898, our government felt the burden from the domestic public opinion including Dong Nip Hyeop Hoe, and so changed the policy toward students studying in Japan, and then planned to assist school expenses from the latter half of the year. In addition, our government even planned the very innovative policy toward studying abroad. Also, our government appropriated the expense for students studying abroad in the government budget of the next year. However, such plan was not realized owing to the lack of budget and practical will. The school expenses for students studying in Japan, which had been appropriated in government budget from 1899, were delayed for a long time, and then were assisted in March in the next year after even more than one year passed. Meanwhile, our government converted and recruited about 20 students studying in Japan at their own expenses into government students studying in Japan. The delay of school expenses reappeared in 1900, and was continued until 1902. Most of delayed school expenses were repaid when students studying in Japan were recalled in a full-scale way in the beginning of 1903. Our government recalled all the government students in Japan in February, 1903. The reason was that the young military officers from students studying in Japan, who had graduated from the Japan Military Academy, were involved in Yu Gil Jun's coup d'état plot which was revealed in 1902. Besides Yu Gil Jun, the traitors including Park Yeong Hyo and Yi Jun Yong, who were seeking political asylum in Japan, kept in contact with students studying in Japan, and so our government intended to separate these students from such traitors. Our government recalled 25 government students studying in Japan and 4 students studying in the Japan Military Academy at their own expenses. But, most of them remained studying in Japan and so returned from Japan after finishing their studies. Our government recalled students studying in Japan whereas our government dispatched 10 students studying in Russia. And our government promoted dispatching 10 students studying in England and France respectively. And then our government dispatched 10 students studying in Japan. All these policies were a part of King Gojong's policy toward military strength buildup. After Agwan Pacheon, the studying-abroad policy of the Korean government was entirely passive owing to the negative recognition of students studying in Japan, whom the pro-Japa...

누가 교육을 위해 한국을 떠나려고 하는가? ― 교육 관련 ‘탈’한국 현상의 사회적 성격 분석 ―

손준종 한국교육사회학회 2005 교육사회학연구 Vol.15 No.2

This study attempts to answer the question why more and more people have chosen the Studying abroad for their children's education in Korea. The purpose of this study is the sociological analysis on the phenomenon of the Korean students who are studying abroad. It is intended to broaden our horizons of understanding the Korean students studying abroad. It is especially focused to find variables which influence to choose the studying abroad for their early children and emigration for education. For the purpose of the study, I analyze the questionnaires performed by Seoul Development Institutions (SDI) in 2003. This study has three parts. First part is the theoretical accounts of the ‘Ex’-Korea(Studying Abroad) for education. Second part is the empirical analyses. The positive attitude on the ‘Ex’-Korea for studying abroad depends on four factors, respondent's attitude on the importance of Educational qualification, Income, Residence and Occupation. Among independent variables, respondent's attitude on the importance of Higher Education and Income are the most important variables that influence the positive attitude on the ‘Ex’-Korea for Education. Respondent's Residence and Occupation have important incentives to choose ‘Ex’-Korea and have more positive educational aspirations for studying abroad for their children. Lastly, I give a brief discussion on implications for further research. This study provides a useful framework to understand the studying abroad and also lays the basic information for future research on the studying abroad. 이 연구는 ‘누가’ 조기유학, 교육이민, 해외유학과 같이 교육을 이유로 한국을 떠나려고 하는가 를 분석하는 것이 목적이다. 외국에서 교육받고자 하는 현상은 학습자의 선택권, 공교육 비판과 그 대안, 합리적 선택, 그리고 계급 재생산을 위한 계급전략 관점에서 이해할 수 있다. 여기에서는 서 울시정개발원의 자료를 바탕으로 교육 관련 ‘탈’한국 현상에 대한 응답자의 태도를 분석한다. 구체 적으로 성, 연령, 교육수준, 학력주의 변인(대학교육의 중요성, 계층결정요인으로써 학력, 계층 간 학력격차), 경제적 요인(월평균 소득, 가계지출부담), 거주지, 및 직업변수들이 ‘탈’한국 현상에 미치 는 상대적 영향력을 분석한다. 분석결과 학력을 중요하게 생각할수록, 소득수준이 높을수록, 강남지 역에 거주할수록, 사무직일수록 ‘탈’한국 현상에 대하여 긍정적인 태도를 가지고 있었음을 밝힌다.

외국인 유학생의 대학생활적응 탐색 척도 개발 및 실태분석: J대학 사례

최태진,백유미 한국문화융합학회 2019 문화와 융합 Vol.41 No.6

This study aims to explore the factors that affect the university school life adjustment of foreign students studying abroad. Based on these factors, it also aims to construct a scale that can measure the adjustment levels and examine the variables that affect the said adjustment. For this purpose, a survey was conducted using 129 foreign students studying abroad and 21 professors of such students. Research results show that the maladaptive behaviors or lifestyles of foreign students studying abroad as perceived by professors include life factors such as finance and academic factors such as academic degeneration along with dating and relationship problems. Additionally, the physical and mental health factors (anxiety, depression, etc.) were extracted as sub-factors of the university school life adjustment of these students through literary studies. These sub-factors were categorized into life, academic, physical, and mental health factors. Furthermore, the results of survey in the life, academic, physical, and mental health domains show that the cultural adaptation stress experienced by foreign students studying abroad has a positive correlation with life factors, academic factors, and anxiety. For example, Vietnamese students studying abroad showed high levels of life concerns and academic problems. With respect to physical health, Chinese students studying abroad showed high smoking rates while Vietnamese students studying abroad showed low vaccination rates. Overall, the mental health (e.g. anxiety, depression, etc.) levels were good, but students studying abroad for less than a year experienced relatively higher levels of depression and anxiety. These research results are significant since they provide the base material to improve the effective university life adjustment of foreign students studying abroad.

의무교육의 측면에서 본 국외유학에 관한 법적 규제와 정비 방안

이종근(Lee, Jong Geun) 국민대학교 법학연구소 2021 법학논총 Vol.33 No.3

「국외유학에 관한 규정(規程)」은 의무교육의 실효성을 확보하고 무분별한 조기유학을 방지하고자 1979년에 대통령령으로 제정된 최초의 국외유학 관련 법령인바, 동 규정상의 자비국외유학 부분에 대해서는 제정 당시부터 법의 실효성이 없어 폐지해야한다는 주장이 제기되어 왔다. 「국외유학에 관한 규정」 제5조가 자비유학의 자격을 엄격하게 제한하고 있으나 많은 의무교육 단계에 있는 초·중학생들이 동 규정 제5조가 정하는 자격요건을 갖추지 않고도 아무런 법적인 제재를 받지 않고 조기유학을 다녀오는 것이 현실이고, 최근에는 조기유학에 대한 인식이 긍정적으로 변화함에 따라 국외유학과 관련한 기존의 규제적 법령은 전반적으로 정비가 필요한 시점에 와 있다고 할 수 있다. 헌법 제31조 제2항과 「교육기본법」 제8조는 그 보호하는 자녀에게 의무교육을 받게 할 의무를 규정하고 있다. 여기서 문제가 되는 것은 조기유학이나 자비국외유학의 경우에 의무교육의 대상자가 외국의 교육기관에서 6개월 이상의 기간에 걸쳐서 수학하고 돌아오는 경우, 그 외국에서의 수학행위가 「교육기본법」 제8조가 말하는 ‘6년의 초등교육’ 또는 ‘3년의 중등교육’에 해당하는가 하는 점이다. 「국외유학에 관한 규정」 제5조가 자비국외 유학의 자격을 엄격하게 제한하고 규제하는 이유가 바로 자비국외유학을 통하여 의무교육의 수학의무를 면탈할 우려가 있다는 이유에서이다. 국제사회에서 한국의 위상이 빠르게 높아지고 노동시장이 점차 글로벌화 되면서 해외 파견이나 해외 취업이 증가함에 따라 의무교육 대상의 자녀를 동반한 해외 체류도 함께 증가하는 추세로 인하여 기존의 국외유학과 관련한 법령의 개정이 필요한 상황이다. 이러한 상황에서 2016.10.28. 국무조정실 ‘규제개혁위원회’에서는 글로벌 시대에 어울리지 않는 내용이라는 이유로 자비유학 자격의 폐지가 최종 결정됨으로써 특별한 사유가 없는 한 「국외유학에 관한 규정」 제5조는 규제의 일몰기간(2020.01.01.~2022.12.31.) 내에 관련 조항들의 체계적인 정비가 불가피하게 되었다. 「국외유학에 관한 규정」은 「교육기본법」 제29조 제3항을 그 기초로 하고 있는바, 헌법, 「교육기본법」, 「초·중등교육법」, 아동복지법 등 관련 법령과의 상충 여지를 최소화하는 방향으로 정비방안을 마련할 필요가 있다. 이 글은 국외유학에 관한 이론적 배경, 의무교육과 국외자비유학에 관한 법제도적 현황, 그리고 일본, 독일 등 선진국의 자비유학 내지 의무교육관련 규정의 비교법적 검토, 국외유학에 규정의 정비방안의 제시 등을 내용으로 하고 있다. The 「executive order concerning studying overseas」 issued in 1979 is an ordinance to prevent indiscreet “studying abroad at an early age” and to guarantee effectiveness of compulsory education system. From the beginning, the claim that the presidential order should be abolished has been raised on the ground of invalidness. Although Article 5 of the executive order regulates eligibility strictly to a studying abroad, many unqualified persons have studied abroad without permission of educational authorities according to Article 5. It"s high time to improve regulatory legislation by and large concerning studying overseas in lockstep with the latest positive awareness of studying abroad at an early age. Article 32(2) of 「the Constitution of Korea」 provides that all citizens who have children to support shall be responsible at least for their elementary education and other education as provided by act. For the detailed realization of constitutional ideology, Article 8(1) of the 「framework act on education」 stipulates that compulsory education shall be elementary education for six years and secondary education for three years, and Article 8(2) prescribes that every citizen shall have a right to receive the compulsory education referred to in paragraph (1). In case of studying abroad at an early age, there is a central question of whether we can equate the "studying abroad" with "elementary education for six years" or "secondary education for three years" corresponding to compulsory education in Korea. We need to search for answer to this question to secure value for constitutional ideas with regard to compulsory education. My main point in this article is that reorganization plan concerning Article 5 of the 「executive order concerning studying overseas」should be prepared in the direction of minimizing conflict between Constitution, 「framework act on education」, 「elementary and secondary education act」 and 「child welfare act」. This article discusses the theoretical backgrounds, present situations related laws, comparative legal approach concerning studying abroad, and proffers an alternative to a preparation plan for the「executive order concerning studying overseas」.

외국인 유학생의 심리적 요인과 사회적 지지요인이 유학만족에 미치는 영향에 관한 연구 -한⋅중 양국 유학생의 유학환경적응(매개효과)을 중심으로=

양쥐엔,박상수,왕레이,저우잉 한중사회과학학회 2019 한중사회과학연구 Vol.17 No.2

In order to improve the psychological factors and societal assistances having an effect on the Satisfaction of Studying Abroad, this research is focused on verifying to assess the satisfaction levels of the students as followed. First, in case of Chinese students studying abroad in Korea, the cognitions for discrimination and ethnocentrism have shown negative results. on the contrary to this, the social supportive factors have shown positive result impinging their interpersonal adaptation. The mediated effect on conformity to studying-abroad environment, especially Life-in-general adaptation has shown significant sobel-test result. Second, The likeability for Korean in Chinese students studying in Korea has shown much lower than Korean students studying in China particularly comparing with Pre and Post studying-abroad counter country. It’s meaning while the Korean students studying in China have improved their emotion for “Pro-China”, the Chinese students studying in China have proceeded in a wrong direction for “Anti-Korea”. Third, According to the ANOVA analysis for residental districts’ satisfaction such as BeiJing, Seoul and other cities, unlike the Korean students’ assessment biased and slanted by Beijing, the Chinese students in Korea for the evaluation-support, material-support, Life-in-general adaptation and the satisfaction for studying-abroad have shown much higher than Koreans’. so, It could mean that the living and education environment between metropolitan and sub-cities in Korea has been much standardized.

A Critical Review of Research on Language Learning Abroad: Its Themes and Methods

Yoonhee Choe 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.1

This study investigates how the previous research on study abroad has developed over the past two decades. Reflecting the predominant interest in second language acquisition, the previous research on study abroad has focused on what is acquired by the learners. However, the focus has recently expanded from language acquisition to identity and language socialization in study abroad. Despite the assumption that study abroad experiences can lead to second language development, the results of previous research have not been consistently positive. These inconsistent results are attributed to various critical factors that affect achievement outcomes. Furthermore, some outcome measurement instruments were not reliable and had several problems. Therefore, this study reviews previous research on language learning abroad, by analyzing the research themes, methods, measurement instruments, and findings. Five main themes emerged are: (I) research on language acquisition in study abroad; (2) research on measurements of language gains in study abroad; (3) research on grammatical and pragmatic competence in language learning abroad; (4) research on the communicative settings in language learning abroad; and (5) research on identity and language socialization in study abroad. Results of the critical review provide some pedagogical and methodological implications for further research on Korean learners of English studying abroad.

A Critical Review of Research on Language Learning Abroad: Its Themes and Methods

최윤희 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.1

This study investigates how the previous research on study abroad has developed over the past two decades. Reflecting the predominant interest in second language acquisition, the previous research on study abroad has focused on what is acquired by the learners. However, the focus has recently expanded from language acquisition to identity and language socialization in study abroad. Despite the assumption that study abroad experiences can lead to second language development, the results of previous research have not been consistently positive. These inconsistent results are attributed to various critical factors that affect achievement outcomes. Furthermore, some outcome measurement instruments were not reliable and had several problems. Therefore, this study reviews previous research on language learning abroad, by analyzing the research themes, methods, measurement instruments, and findings. Five main themes emerged are: (1) research on language acquisition in study abroad; (2) research on measurements of language gains in study abroad; (3) research on grammatical and pragmatic competence in language learning abroad; (4) research on the communicative settings in language learning abroad; and (5) research on identity and language socialization in study abroad. Results of the critical review provide some pedagogical and methodological implications for further research on Korean learners of English studying abroad.

Korean College Students’ Responses on Study Abroad

Hyeon-sook Kang 한국영어교육연구학회 2008 영어교육연구 Vol.- No.36

Going abroad to study English is a trend in Korea. The number of people studying abroad from kindergarten children to adults is steadily growing. This study examined Korean college students' ideas and expectations about studying abroad. Three hundred thirty college freshmen participated in this study. The focuses are three-fold: if and why Korean college students want to improve their English, if they want to study English abroad, and what they expect from study abroad. The results showed that they want to improve English to get high test scores in proficiency tests and to get a good job. Also, they want to speak with other English speaking people. The vast majority, 72 percent of the subjects wanted to study abroad. What they expect most from studying abroad is to learn about another culture not to get the better test scores. They hope to increase speaking ability from studying abroad experience not to gain higher test scores. Some pedagogical suggestions were made based on the results of the study.

대학생의 해외유학 계획: 영향 요인 분석

전재은 한국교육개발원 2013 한국교육 Vol.40 No.4

This study examined factors influencing Korean college students’ intent to study abroad, who attend 4-year higher education institutions in Korea. Data from the Korean Education and Employment Panel were used for analyses. In this data, study abroad includes attending higher education institutions for degrees or vocational schools, but excludes language learning programs. Findings showed that family background variables and study of English had a significant effect on college students’ intent to study abroad for higher education. Interestingly, college students who graduated from special high schools were less likely to plan to study abroad for higher education than those from general high schools. Its interpretation was provided that those from special high schools have strong chances to have high socioeconomic status from family background and have also successfully entered top universities in Korea; therefore, they may not need to raise their social status in Korean society by pursuing study abroad. With regard to the level of education for study abroad, 4-year undergraduate vs. graduate program, positive educational experiences in Korea by both parents and students, being a female, and academic major in science and technology or medicine and pharmacy had a significant effect on plan to study abroad for graduate degrees compared to undergraduate degrees. By comparing these results with the previous literature from other countries, this study provided the significance of a Korean case study in international higher education as well as implications for future research. Further research on this topic is expected to contribute to building a model for Korean students’ decision to study abroad and promoting discussion on the quality of Korean higher education. 본 연구는 한국교육고용패널(KEEP) 6차년도 데이터를 사용하여 국내 4년제 대학생의 해외유학 계획과 희망 학위수준(4년제 학부 대 대학원)에 영향을 미치는 요인을 살펴보았다. 여기서 해외유학은 정규학위과정 및 전문학교 진학을 포함하고 어학연수는 제외되었다. 연구 결과, 부모 · 가정배경 요인과 영어 공부가 대학생의 해외유학 계획에 유의미한 영향을 주는 것으로 나타났다. 학생 본인의 교육에 대한 의지와 경험이 유학 계획에 영향을 주는 것이 조기유학과 차별되는 부분이었다. 특히 특목고 출신의 학생들이 일반고 출신의 학생들에 비하여 해외유학 계획의 가능성이 낮은 흥미로운 결과를 보여주었다. 해외유학 학위수준별로는 부모와 자녀의 국내 교육 경험이 긍정적일수록 또 여학생이고 이공 · 의약 계열을 전공할수록 학부보다 대학원 과정을 선택할 개연성이 높았다. 이러한 연구결과를 해외 선행연구와 비교 · 분석함으로써 이번 한국 사례 연구가 국제고등교육에서 갖는 의미와 후속 연구를 위한 시사점을 제시하였다. 앞으로도 이러한 한국의 고등교육 단계 해외유학에 대한 연구 축적을 통해 한국 학생의 국제이동에 대한 모델을 구축하고 국내 고등교육의 질 제고를 위한 논의에 기여할 수 있기를 기대한다.

신라 구법승의 구법과 전도 - 圓測과 義相, 無相과 道義를 중심으로

정병삼(Jung Byung Sam) 한국불교연구원 2007 불교연구 Vol.27 No.-

  The study and propagate of abroad studying monks took great part in Korean Buddhism since Three Kingdom"s period. This trend keep up until Unified Silla.<BR>  The abroad studying monks showed two types after their first abroad study. Most of them back to Silla and brought remarkable progress in Buddhist thought. But some of them left in Tang and made personal achievement.<BR>  Woncheuk and Euisang were representative monks in the ages of establishing Silla Buddhist thought in 7th century. Woncheuk achieved a prominent career in Yogacara school, but he did not went back to Silla even Silla requested him to back. He must had considerable position in Tang as a representative monk. The unique thought of Woncheuk was highiy estimated by Silla monks, and it brought a valuable influence on Silla Buddhism. This is an indirect influence of abroad studying monks. Euisang was an other case. Euisang also achieved a prominent career in Huayan school. At that time Huayan school was just establishing under Zhiyan. Euisang was the leading disciple in that school. But Euisang went back to Silla, and he established Silla Hwaom school with political support. Euisang and his many disciples spreaded national wide Hwaom order. Euisang showed the contribution of abroad studying monks was the progress of new thought and national stability accompanied by buddhist order.<BR>  In 9th century. Zen Buddhism raised outstanding position in China. Silla monks accepted Zen in various routes. Musang and Doeui both learned Zen in early times. Musang established an unique Zen school-Jeongjungjong in Sichuan area which distinguished from Northern and Southern Zen. Musang could not supported by Silla and he made his own Zen school thorough earnest practices and praying for Amita. But Musang"s new Zen scarcely introduced to Silla. Doeui went to Tang half hundred years later than Musang. Doeui went to Silla after learning Mazu for long years who was the leading Zen master in Tang. But people in Gyeongju scarcely interested in new Zen. So Doeui withdrew to Seolak Mt. which located in side area. Doeui taught some disciples, and his grandson disciple Chejing opened a notable school named Gajisanmun. At that time Doeui respected the founder of Gajisanmun, and afterwards the founder of Southern Zen in Korea. Musang had an eminent ability, but his influence was restricted in Sichuan. Doeui introduced Southern Zen in Silla for the first time, and he respected the founder of SouthernZen in Korea along with his disciples" notable result.<BR>  These abroad studying monks showed us that their activity and succession happened quite differently with their situation and circumstance.