지원사업
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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국역사연구회 역사와현실 역사와 현실 제107호
- 발행연도
- 2018.3
- 수록면
- 409 - 447 (39page)
- DOI
- 10.35865/YWH.2018.03.107.409
이용수
초록· 키워드
오류제보하기
Examined in this article, through the process of ‘securing teachers’ employed by science and technology education facilities in North Korea, are certain practices which must have been inherited from the colonial days(Japanese occupation period), as well as the way North Korean authorities managed and utilized technicians or other personnel with technical expertise.
After the liberation, the North Korean government declared Heavy industry as the nation’s foundation industry, but realized there were not that many technicians who could run factories to begin with, and as a shortcut began ‘recruiting’ South Korean scientists and technicians, and continue using Japanese technicians who were still remaining on the Korean peninsula. The Japanese technicians who ‘stayed’ were put in charge of tasks such as reconstructions of factories or education of future generations, and were eventually hired as part of the faculty at several Technician-training centers, Special technology schools and Industrial colleges. While serving an important role in terms of technology and education, they also showed a lot of interest in the task of helping North Korea achieve political and ideological stability, in order to adapt to the life in North Korean society themselves.
Meanwhile, unlike the Japanese technicians, the Joseon teachers who were hired at universities taught and trained nationalist executives, and therefore had to be equipped with political and philosophical expertise as well. But these people had been less involved in liberation movements or political campaigns during the occupation period compared to others, and as a result they had a less stable footing in North Korea. Nonetheless, due to shortage of personnel in the area of science and technology, and the North Korean government’s vigorous industrial policy, their weak points (in terms of their backgrounds) went rather unnoticed, and they continued to be respected as ‘old intelli (gent)s.’ Later in 1948 and 1949, nationalist executives who received university education poured out, and the class structure of governmental executives shifted to feature mostly laborers and peasants. Even this did not affect the industrial college teachers’ status in the following periods.
After the liberation, the North Korean government declared Heavy industry as the nation’s foundation industry, but realized there were not that many technicians who could run factories to begin with, and as a shortcut began ‘recruiting’ South Korean scientists and technicians, and continue using Japanese technicians who were still remaining on the Korean peninsula. The Japanese technicians who ‘stayed’ were put in charge of tasks such as reconstructions of factories or education of future generations, and were eventually hired as part of the faculty at several Technician-training centers, Special technology schools and Industrial colleges. While serving an important role in terms of technology and education, they also showed a lot of interest in the task of helping North Korea achieve political and ideological stability, in order to adapt to the life in North Korean society themselves.
Meanwhile, unlike the Japanese technicians, the Joseon teachers who were hired at universities taught and trained nationalist executives, and therefore had to be equipped with political and philosophical expertise as well. But these people had been less involved in liberation movements or political campaigns during the occupation period compared to others, and as a result they had a less stable footing in North Korea. Nonetheless, due to shortage of personnel in the area of science and technology, and the North Korean government’s vigorous industrial policy, their weak points (in terms of their backgrounds) went rather unnoticed, and they continued to be respected as ‘old intelli (gent)s.’ Later in 1948 and 1949, nationalist executives who received university education poured out, and the class structure of governmental executives shifted to feature mostly laborers and peasants. Even this did not affect the industrial college teachers’ status in the following periods.
목차
머리말
1. 일제 말 조선인들의 고등 과학기술 교육 상황
2. 북한의 과학기술학교 설립과 일본인 기술자 활용
3. 평양 · 흥남공업대학개교와 조선인 교원의 임용 형태
맺음말
참고문헌
Abstract
참고문헌 (16)
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