지방에서 '중앙’으로 가는 길 = The Way from a Region to the Center: The Social History of Education at Kagoshima, Japan

다국어 초록 (Multilingual Abstract)

At the Japanese university, student concentration to the metropolitan area and the decreasing number of the regional university students is a serious problem as is the case in Korea. However, this structure does not rise recently. The concentration of the student in Tokyo had begun since the beginning of the 20th century. It is necessary to analyze and understand the 'structure' of the reason why such a phenomenon exists and does not change.
When we analyze its 'structure,' the approach from social history has an important meaning. In the case of Japan, 'the over-centralization to Tokyo' was formed by a completion process of the structure to let an educational institution participate in a bureaucratic appointment examination system for the construction of centralization of power in modern times. However, there are few studies on how each Japanese region experiencing the structuring of its society in the early modern times during the period of feudal decentralization of power accepted education system of the centralization of power in modern times for the subject.
I analyze the structure and role of local education in the case of Kagoshima region. As the method of my study, I compare and observe the connection process between the decentralization of power society of feudalism in the early modern times and the centralization of power society of the governmental bureaucracy in the modern times. I've searched for the oriented tendency of 'Tokyo over-centralization' and found it out still existing into the present age. In the case of Kagoshima, the former rulers (Shimazu) received a modern nation system, and they related the school of the ancient regime (the educational institution for training a samurai to live in the city of Kagoshima: Hanko) to the school of the modern education system by a symbolic method, that is, the continuation of the school name (Zoshikan) from the early modern times. And it was determined that the children of former samurai class enter the central (Jyoka) school, which reflected a difference of social rank for samurai between the groups living in central Kagoshima (Jokashi) and those who living in rural area (Tojyoshi), And they utilized Imperial University (Teikoku-daigaku) system and aimed at sending talented students from Kagoshima to Tokyo, the national center. The purpose of the modern education system in Kagoshima wasn't only the cancellation system for success in life (rissin shusse) limited with native social position, but also a device canceling a difference between the rank among former samurai class defeated by the civil war (Seinan War in 1877). At present there remains no concept of rank movement of the samurai. However, as a prime pattern of success in life, people in Kagoshima have cherished their sense of value when their children enter the public school for preparing to enter the higher grade school, aiming at the presngious university in Tokyo. It may be said that the image of 'a course for more prestigious school' spreading out from old days still has a strong effect on the motive of entering the university in Tokyo.
It is difficult seeing a change of attitude in aimmg at entering the university in Tokyo entrenched through a long period of time. In regional universities where the number of enrolled students decreases, it may be said that inviting students living in the metropolitan area is a possible solution, which has a large number of students with less fluidity in choosing their university. However, if people in a region have the sense of value that the big city is the 'center' which is everything while their own region is nothing but the 'periphery,' you could not be convinced of the value which a region and its universities have as their own.d of comparing and analyzing internationally the process of discourse, revisions, and sharing of the national intention on the part of the regional societies in each country.

목차 (Table of Contents)

• Ⅰ. 들어가는 말-교육의 사회적 구조는 어떻게 형성되었는가?
• Ⅱ. 근세의 가고시마-‘일본이지만 일본이 아닌’ 특이한 사회구조
• Ⅲ. 근대교육 제도의 ‘가고시마화’ 과정-영광과 좌절의 경험과 ‘가고시마형’ 시스템의 성립
• Ⅳ. 맺음말-동아시아 비교교육 연구에서 지방과 사회사의 역할
• 인용문헌
• Abstract