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자료유형
학술저널
저자정보
저널정보
한국공학교육학회 공학교육연구 공학교육연구 제22권 제6호
발행연도
2019.1
수록면
51 - 63 (13page)

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This study aims to present concept of "gong" which was shared by traditional East Asian societies (Korea, China and Japan) andto identify how it has been developed through their respective process of modernization and industrialization. Despite the territorialproximity of the three countries, their industrial and technological development followed different patterns, and the notion of engineeringfrom the Occident was also accepted and reconstructed with a certain difference in each country. Japan had developed its own conceptof engineering as part of industrialization in Western style and in the context of establishment of an imperialist nation. What was importantfor Japan was how engineering could contribute to the national development of technology and industry, and to the development ofImperial Japan. For China, which attached importance to resistance to Western civilizations and to strengthening the competitivenessfor and which needed to resolve domestic political conflicts, engineering constituted more than a simple issue on technological andindustrial dimension; it was also associated with obtaining ethical and political legitimacy which would allow the nation to gain supportfrom the working and peasant classes. Though belated, Korean attempted to build an independent modern state, yet experienced a considerablenuisance from the invasion of Japan and the protracted colonial period. Engineering of Korea had to take a long time before emergingfrom backwardness especially because of Japanese policies which tended to restrict technological development and avoid fostering qualifiedengineers in the colony. Therefore, engineering in Korea started to contribute to the nation’s development and the improvement oftechnological competitiveness only after it was combined with modern higher education after liberation, under the name of engineeringscience (工學, gong-hak). This study argues that our recognition of what engineering was for and who engineers were in East Asiawill allow us to evaluate current status of engineering education and provide us with significant insight which will be useful whenwe imagine the future society. Identity of engineering in Korea, China, and Japan has been developed along with historical contextssuch as clash of civilizations, wars, recovery of sovereignty and obtaining of national competitiveness; now, what will be combinedwith engineering in the next generation? This question will lead and motivate engineering students to think and imagine about whatfuture engineering should be and how they respond to it.

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