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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
오류제보하기
After the Korean War, Korean government sought to strengthen its national identity of a divided country and the education was an important tool for providing Korean people with an ideal image of what Koreans should be, which could be used to unite people of a divided nation.
After the liberation from Japanese colonial rule, Korean government adopted Do-Eui education, formed after Korea imported American-styled liberal educational theory against the background of the so-called "Min-Ju Education" and nationalistic educational ideals, which, due to over emphasis on totalitarian ideals, was not well received by the population; another important element behind Do-Eui eduation was the strengthened anti-communist overtone, which came into place after the Korean War. Do-Eui education provided comprehensive value system that every student was to strive for. Within Do-Eui education, all of the values that the Korean government of the 1950s sought such as eliminating vestiges of Japanese imperialism, nationalism, anti-communication as well as modern value system demanded by the capitalist society and ethnocentricism. The government selectively chose certain existing values and combined them together in order to foster people that conformed to the standards that the government set. The students were imposed with ethical and practical duty to abide by these values and among them, the so-called national ethics, which was directly connected to the national sentiment, was a key element of Do-Eui education. Do-Eui was a concept used by the Japanese to support Japanese imperialism and constituted ethical authority that makes the population accept given values as an obligation. In the formation of Do-Eui education, the government used Min-Ju Education as a methodological tool to implement Do-Eui Education and the control element was hidden in the name of democracy; moreover, anti-communist education was absorbed into Do-Eui Education and became a part of value system set by the government. The government intended nation-wide implementation of ruling ideology that was presented through Do-Eui Education, and ultimately, sought to stabilize divided nation.
However, Do-Eui Education merely placed values that already existed individually in accordance with government's desires and added ethical character on them. It did not have the logical structure to awaken the active nature of the students. Moreover, strong control element and the use of educational method that existed during the colonial times as well as corruption that existed in politics and society limited population from internalizing what the government desired.
After the liberation from Japanese colonial rule, Korean government adopted Do-Eui education, formed after Korea imported American-styled liberal educational theory against the background of the so-called "Min-Ju Education" and nationalistic educational ideals, which, due to over emphasis on totalitarian ideals, was not well received by the population; another important element behind Do-Eui eduation was the strengthened anti-communist overtone, which came into place after the Korean War. Do-Eui education provided comprehensive value system that every student was to strive for. Within Do-Eui education, all of the values that the Korean government of the 1950s sought such as eliminating vestiges of Japanese imperialism, nationalism, anti-communication as well as modern value system demanded by the capitalist society and ethnocentricism. The government selectively chose certain existing values and combined them together in order to foster people that conformed to the standards that the government set. The students were imposed with ethical and practical duty to abide by these values and among them, the so-called national ethics, which was directly connected to the national sentiment, was a key element of Do-Eui education. Do-Eui was a concept used by the Japanese to support Japanese imperialism and constituted ethical authority that makes the population accept given values as an obligation. In the formation of Do-Eui education, the government used Min-Ju Education as a methodological tool to implement Do-Eui Education and the control element was hidden in the name of democracy; moreover, anti-communist education was absorbed into Do-Eui Education and became a part of value system set by the government. The government intended nation-wide implementation of ruling ideology that was presented through Do-Eui Education, and ultimately, sought to stabilize divided nation.
However, Do-Eui Education merely placed values that already existed individually in accordance with government's desires and added ethical character on them. It did not have the logical structure to awaken the active nature of the students. Moreover, strong control element and the use of educational method that existed during the colonial times as well as corruption that existed in politics and society limited population from internalizing what the government desired.
목차
Ⅰ. 머리말
Ⅱ. 戰前 자유주의 교육이념과 국가주의 교육이념의 교착
Ⅲ. 戰後 교육이념의 모색과 ‘도의교육’으로의 통합
Ⅳ. 맺음말
〈ABSTRACT〉
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UCI(KEPA) : I410-ECN-0101-2009-911-018339412