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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study is intended to show the historical significance of the Seodang Improvement Movement by examining Koreans' Seodang Improvement Movement and the Japanese Seodang Policy to take advantage of the movement during the Japanese Occupation (1920s to 1930s).
In the early period of the Japanese Occupation, it was in Seodangs, rather than in common schools, that primary education for Koreans was conducted; but, before long, many Koreans realized that Japanese and other practical subjects taught in common schools were advantageous. Moreover, after the March First Movement, in relation to the theory of the Capability Cultivation Movement, they thought that a new type of education was necessary. As Koreans' zeal for a new type of education came to a climax, common schools became insufficient. Entrance into common schools was competitive. Thus, Koreans drove the establishment of more common schools and developed the Seodang Improvement Movement as a solution to the difficulty of entering a common school.
Koreans enlarged Seodang facilities, engaged teachers who could teach both old and new learning, improved instructional styles, and added new subjects to the curriculum. Depending on the situation some people integrated several traditional Seodangs, and from the first, established such Seodangs by means of fund-raising. Fund-raising was done by leading figures and residents in villages. Koreans had numerous visions for the Seodang Improvement Movement. Some people asserted that the curriculum of Seodangs should be reorganized focusing on practicality and that they should be centers of rural rehabilitation. Others asserted that, first and foremost, Seodangs had to give a Korean-centered education.
Meanwhile, in 1929, Japanese government published the 'Revised Seodang Law' and introduced the Seodang Establishment Sanction System, tightening its control over Seodangs. The Japanese government controlled unauthorized Seodangs and in most cases shut them down. On the other hand, the Japanese government reinforced the qualifications necessary to become a Seodang teacher, urged the adoption of textbooks used in common schools, and gave subsidies to selected model-Seodangs. All these were implemented to spread colonial education. The Japanese government took notice of the modern character of Koreans' Seodang Improvement Movement, which emphasized practicality and utility, and planned to exploit it for colonial education.
In the beginning, The Japanese government attempted to eliminate the sprout of ideological resistance in rural children and to acquire rural human resources to serve the exploitation of agriculture by exercising moral training and work-production education. Therefore, the Japanese government trained Seodang teachers and promoted them as leaders of rural rehabilitation. It also reorganized the Seodang curriculum into a vocational education system which focused on practical training. This was the true nature of so-called practical education.
In conclusion, Koreans’ Seodang Improvement Movement was an attempt to modernize education inspired by national consciousness and focusing on practicality and utility; However, partly by promoting the improved Seodangs, and partly by reinforcing moral schooling and work-production education, the Japanese government attempted to lay the foundation of an education system intent on the "Japanization" of Koreans. Those Koreans who were eager for a new type of education did their best to utilize their educational opportunities, despite the colonial system, and brought about a boom of improved Seodangs. These educational activities of Koreans became the basis for the spread of a new style of education after Liberation in 1945.
In the early period of the Japanese Occupation, it was in Seodangs, rather than in common schools, that primary education for Koreans was conducted; but, before long, many Koreans realized that Japanese and other practical subjects taught in common schools were advantageous. Moreover, after the March First Movement, in relation to the theory of the Capability Cultivation Movement, they thought that a new type of education was necessary. As Koreans' zeal for a new type of education came to a climax, common schools became insufficient. Entrance into common schools was competitive. Thus, Koreans drove the establishment of more common schools and developed the Seodang Improvement Movement as a solution to the difficulty of entering a common school.
Koreans enlarged Seodang facilities, engaged teachers who could teach both old and new learning, improved instructional styles, and added new subjects to the curriculum. Depending on the situation some people integrated several traditional Seodangs, and from the first, established such Seodangs by means of fund-raising. Fund-raising was done by leading figures and residents in villages. Koreans had numerous visions for the Seodang Improvement Movement. Some people asserted that the curriculum of Seodangs should be reorganized focusing on practicality and that they should be centers of rural rehabilitation. Others asserted that, first and foremost, Seodangs had to give a Korean-centered education.
Meanwhile, in 1929, Japanese government published the 'Revised Seodang Law' and introduced the Seodang Establishment Sanction System, tightening its control over Seodangs. The Japanese government controlled unauthorized Seodangs and in most cases shut them down. On the other hand, the Japanese government reinforced the qualifications necessary to become a Seodang teacher, urged the adoption of textbooks used in common schools, and gave subsidies to selected model-Seodangs. All these were implemented to spread colonial education. The Japanese government took notice of the modern character of Koreans' Seodang Improvement Movement, which emphasized practicality and utility, and planned to exploit it for colonial education.
In the beginning, The Japanese government attempted to eliminate the sprout of ideological resistance in rural children and to acquire rural human resources to serve the exploitation of agriculture by exercising moral training and work-production education. Therefore, the Japanese government trained Seodang teachers and promoted them as leaders of rural rehabilitation. It also reorganized the Seodang curriculum into a vocational education system which focused on practical training. This was the true nature of so-called practical education.
In conclusion, Koreans’ Seodang Improvement Movement was an attempt to modernize education inspired by national consciousness and focusing on practicality and utility; However, partly by promoting the improved Seodangs, and partly by reinforcing moral schooling and work-production education, the Japanese government attempted to lay the foundation of an education system intent on the "Japanization" of Koreans. Those Koreans who were eager for a new type of education did their best to utilize their educational opportunities, despite the colonial system, and brought about a boom of improved Seodangs. These educational activities of Koreans became the basis for the spread of a new style of education after Liberation in 1945.
목차
1. 序言
2. 初等敎育의 不實과 朝鮮人의 書堂改良運動
3. 日帝의 書堂統制와 書堂改良의 歪曲
4. 改良書堂의 實態
5. 結語
-ABSTRACT-
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UCI(KEPA) : I410-ECN-0101-2009-374-015444779