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This thesis argues that "New Education Movement" right after Liberation should be studied with a broad scope on the political circumstances at the time, rather than be comprehended as a phenomenon associated with 'merely inter-school problem'.
Right after the Liberation, Among those groups were US military government and pro-American group can be called 'politically pro-HanMin party', 'economically bourgeois', and 'religiously Christian'. Under Japanese rule, they thought allied strike, difficulty to enter schools, unemployment as the major educational issues and tried to resolve these problem by replacing the existing education methods with those focusing on practicality in everyday life and people's adaptation to society. So even after the Liberation, they supported "Democracy Education" focusing on the improvement of individuals and their everyday life. Its core point was to import America's new education methods and a new subject like "Social Life". "New Education Movement" was a series of activities introducing new instructional methods to teachers with a purpose of replacing the established educational methods by those based on new trends.
The period of Government Establishment requested the remedial actions on side effects caused by coercive implant of American education system and the constructive actions for the establishment of independent educational system based on national identity.
Shim, Tae-Jin, Cho, Jae-Ho etc took the initiative to introduce 'Democratic National Education' in schools. These people are officials from the educational, disciplinary, school affairs department under Japanese. Accordingly, "Democratic National Education" was characterized by its exclusion of independent nationalist groups and its manifestation of American Life Education. This situation was settled down institutionally as Education Law was established in 1949.
People with exclusively pro-American sentiment and officials who had taken charge of education for Chosun people took initiative in South Korea's education policy making and administration, excluding Independent Nationalist groups' reform plans based on national independence and Korea's unique customs. As this situation kept on.
Right after the Liberation, Among those groups were US military government and pro-American group can be called 'politically pro-HanMin party', 'economically bourgeois', and 'religiously Christian'. Under Japanese rule, they thought allied strike, difficulty to enter schools, unemployment as the major educational issues and tried to resolve these problem by replacing the existing education methods with those focusing on practicality in everyday life and people's adaptation to society. So even after the Liberation, they supported "Democracy Education" focusing on the improvement of individuals and their everyday life. Its core point was to import America's new education methods and a new subject like "Social Life". "New Education Movement" was a series of activities introducing new instructional methods to teachers with a purpose of replacing the established educational methods by those based on new trends.
The period of Government Establishment requested the remedial actions on side effects caused by coercive implant of American education system and the constructive actions for the establishment of independent educational system based on national identity.
Shim, Tae-Jin, Cho, Jae-Ho etc took the initiative to introduce 'Democratic National Education' in schools. These people are officials from the educational, disciplinary, school affairs department under Japanese. Accordingly, "Democratic National Education" was characterized by its exclusion of independent nationalist groups and its manifestation of American Life Education. This situation was settled down institutionally as Education Law was established in 1949.
People with exclusively pro-American sentiment and officials who had taken charge of education for Chosun people took initiative in South Korea's education policy making and administration, excluding Independent Nationalist groups' reform plans based on national independence and Korea's unique customs. As this situation kept on.
목차
1. 序言
2. 美軍政期 敎育再編過程과 ‘새교육운동’의 强行
3. ‘生活敎育’ 敎授法의 論旨와 推進 實態
4. 政府樹立期 ‘民主的 民族敎育’의 提起와 ‘生活敎育’의 展開
5. 結語
Abstract
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