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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第159輯
- 발행연도
- 2021.9
- 수록면
- 201 - 240 (40page)
- DOI
- 10.18622/kher.2021.09.159.201
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초록· 키워드
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This paper examined how the traditional educational institutions were converted to modern schools in Hamkyung-do during the Korean Empire as the social orders shifted in local communities in Hamkyung-do at the end of the Joseon dynasty.
Policy directions towards Hamkyung-do during the Joseon dynasty focused on the military aspects rather than the scholarly aspects as the region was situated in the border area. The aristocratic class in Hamkyung-do wielded relatively weaker economic powers, and it was, therefore, difficult for them to focus on studying Confucianism in preparation for the national examination. Instead, the Confucian scholars made an effort to hold official posts in the local communities. By the end of the Joseon dynasty, most of the posts in the local communities were occupied by the local functionary class, whereas the Confucian scholars who were pushed out of such positions aimed to gain more influence within the local communities by establishing educational institutions to foster scholars and implement hyangyak (local community pacts, 鄕約) and hyangnye (local rituals, 鄕禮).
As the status system and the national examination were abolished after the Kabo Reform, new groups calling for social change appeared in the local communities in Hamkyung-do, threatening the social order established by the Confucian scholars and the local functionaries. The Confucian scholars united and appealed to the central government, asking for the restoration of the old traditions. Later, they held a local wine-drinking ritual (hyangeumjurye, 鄕飮酒禮) to commemorate the central government’s response of sending the “hyangheon” (a book that recorded the local pacts, 鄕憲) to the region. After the country faced national crisis after the signing of the Japan-Korea Treaty of 1904, influential figures in Hamkyung-do, including the Confucian scholars, established the Hanbukheunghakhoe (North Han River Association for the Promotion of Learning, 漢北興學會) at the Hamkyung-do Gyeongyakso (京約所), where they had hosted the hyangeumjurye, and trained more teachers to overcome the impending crisis by promoting education.
The motto of the Hanbukheunghakhoe was to find harmony between the new and the old. After the establishment of the Hanbukheunghakhoe, many educational institutions in Hamkyung-do were converted into institutions that were based on both the traditional and modern school systems. The agents of educational activities were soon expanded to the public, and the spread of modern schools with public missions accelerated. This transition was possible through the joint effort of the people in Hamkyung-do, who openly accepted modern studies on top of their traditional educational foundations, most noticeably the Confucian institutions, to overcome the fall of their country.
Policy directions towards Hamkyung-do during the Joseon dynasty focused on the military aspects rather than the scholarly aspects as the region was situated in the border area. The aristocratic class in Hamkyung-do wielded relatively weaker economic powers, and it was, therefore, difficult for them to focus on studying Confucianism in preparation for the national examination. Instead, the Confucian scholars made an effort to hold official posts in the local communities. By the end of the Joseon dynasty, most of the posts in the local communities were occupied by the local functionary class, whereas the Confucian scholars who were pushed out of such positions aimed to gain more influence within the local communities by establishing educational institutions to foster scholars and implement hyangyak (local community pacts, 鄕約) and hyangnye (local rituals, 鄕禮).
As the status system and the national examination were abolished after the Kabo Reform, new groups calling for social change appeared in the local communities in Hamkyung-do, threatening the social order established by the Confucian scholars and the local functionaries. The Confucian scholars united and appealed to the central government, asking for the restoration of the old traditions. Later, they held a local wine-drinking ritual (hyangeumjurye, 鄕飮酒禮) to commemorate the central government’s response of sending the “hyangheon” (a book that recorded the local pacts, 鄕憲) to the region. After the country faced national crisis after the signing of the Japan-Korea Treaty of 1904, influential figures in Hamkyung-do, including the Confucian scholars, established the Hanbukheunghakhoe (North Han River Association for the Promotion of Learning, 漢北興學會) at the Hamkyung-do Gyeongyakso (京約所), where they had hosted the hyangeumjurye, and trained more teachers to overcome the impending crisis by promoting education.
The motto of the Hanbukheunghakhoe was to find harmony between the new and the old. After the establishment of the Hanbukheunghakhoe, many educational institutions in Hamkyung-do were converted into institutions that were based on both the traditional and modern school systems. The agents of educational activities were soon expanded to the public, and the spread of modern schools with public missions accelerated. This transition was possible through the joint effort of the people in Hamkyung-do, who openly accepted modern studies on top of their traditional educational foundations, most noticeably the Confucian institutions, to overcome the fall of their country.
목차
1. 序言
2. 갑오개혁 전후 함경도 儒·鄕 갈등과 養士 機關의 확산
3. 한말 漢北興學會의 설립과 養士 機關의 변환
4. 結語
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