삼민주의 인터내셔널 — 혁명중국의 자기표상과 질서구상 —

유용태 중국근현대사학회 2023 중국근현대사연구 Vol.99 No.-

This paper investigated the attempts of Revolutionary China to establish ‘the Sanminzhuyi(Three Principles of the People) International’(三民主義國際, SI) as a new agency leading the World revolution of the oppressed. The SI benchmarked the Communist International(共産國際, CI) and aimed at competing with CI for the leadership of the liberation movements of the oppressed in the East. The idea of SI was raised in 1924-25 and widely shared in the Chinese Nationalist Party by 1942. The discourses of the SI show the efforts of Revolutionary China as the top leader of the oppressed in the East to form the Sino-centric international order in the world bisected into the Comintern and the League of Nations. The Kuomintang’s ardent desire for the leadership of the East oppressed nations and Sino-centric international order as such led to Mao Zedong's conception of the Communist “Intelligence East Bureau”(東方情報局) in 1947-53. Neither of them has reached the actual establishment, but it can be said that both conceptions are a new development of self-awareness of the international status and role of China that had been revived through revolution. Both conceptions imply a self-consciousness that the Chinese themselves, as a semi-colonial oppressed, should have a sense of unity with the colonial oppressed in the East and support/lead their liberation. This can be said to be a revolutionary way to recover the ‘Chineseness’(中國性) recognized by the self and others before the so-called “Hundred Years of Humiliation” in the new conditions.

國民黨 一全大會 전후 孫文 구상 속의 두 民意機關

柳鏞泰 중국근현대사학회 2015 중국근현대사연구 Vol.66 No.-

方言에서 外國語로 : 근대 중국의 외국어 인식과 교육

柳鏞泰 歷史敎育硏究會 2012 역사교육 Vol.123 No.-

In this article, foreign language awareness and education of modern China were examined by three divided periods. During the first period(1840-1861), the nation prohibited foreign language education. Foreign languages were taught in a restricted way at special-purpose schools during the second period(1862-1901) and taught as a mandatory subject in secondary school during the third period(1902-1949). About the forty years of special-purpose restricted education of foreign languages was due to the Qing government’s negative attitude toward modern diplomacy and the trend of public opinion which gave priority to the civil examination(Keju). In the third period, a sudden immersion policy that caused widespread social resistance was adopted. Some recognized foreign language education as a means to make strenuous efforts and to make China rich and powerful but others regarded it as an evil weapon that would damage Chinese traditional culture and lead to national ruination. Chinese people used to call foreign languages as ‘ghost speech(鬼話)’ or ‘barbarian language(番話)’ during the first period and as ‘dialects’ during the second period. Even in the third period, the term ‘dialects’ was replaced by the term ‘foreign languages’ merely after the 1911 Revolution. A relative duration of the sense of a dialect was due to the Sinocentric world view that called other foreign languages as dialects and the multi-linguistic real life in the Chinese empire which included many different languages in one nation by expansion of the empire. In modern Korea and Japan, Western languages were also regarded as barbarian languages but were never considered as dialects, which was unique in China.

中國人의 '南朝鮮 漢城' : 20 세기 中華主義

柳鏞泰 동아시아역사연구회 1998 동아시아역사연구 Vol.4 No.-

전문대학 부사관과의 사고도구어 선정을 통한 글쓰기 교육방안 연구

유용태,Yu, Yong-tae 한국융합보안학회 2017 융합보안 논문지 Vol.17 No.2

이 연구의 목적은 부사관과 학생들의 의사소통 능력 향상을 위해 사고도구어를 선정하고 이를 활용한 글쓰기 교육방안을 고찰하는 것이다. 전문대학 부사관과에 적합한 사고도구어 선정은 다음과 같은 3단계를 거쳐 목록화 하였다. 첫째, 최근 3년간 부사관과 의사소통과 교육방안에 관련된 논문에서 사고도구어를 추출한다. 둘째, 기존 연구에서 고등학교 수준의 사고도구어와 비교한다. 셋째, 전문대학 부사관과 글쓰기 교육방안에서 활용 가능한 사고도구어를 선정한다. 이 연구에서 선정된 사고도구어는 전문대학 부사관과의 글쓰기 교육과 밀접하게 관련된 것으로 한정된 의미를 지니고 있다. 선정된 사고도구어는 협력학습 글쓰기 교육에 응용하여 학습자의 학술적 의사소통 능력을 향상시키는 방안을 모색하는데 활용하였다. 마지막으로 향후 연구를 위한 제언을 하였다. The goal of this paper is to seek an educational method that can cause some communicational improvements to petty officer majoring students through listing and utilizing the academic vocabulary. The academic vocabulary has been listed by using three major steps. The first, the academic vocabulary is needed to extract from the studies based on this field in past 3 years. Second, the academic vocabulary for petty officers is required to compare with high school level of the academic vocabulary. For the last, the academic vocabulary is demanded to be listed for teaching petty officer majoring students. The signification of the academic vocabulary in this study is limited by focusing on the educational skills for writing in petty officer majors. This study presents a way to develop the communicational abilities through using the academic vocabulary into the collaborative learning. For the conclusion, this study presents its limits and further directions.

교육과정 속의 역사, 세계사, 아시아사

유용태,허원 (토론자) 역사교육연구회 2002 역사교육 Vol.82 No.-

의사소통 능력 향상을 위한 부사관과의 읽기-쓰기 연계 교육방안

유용태 한국융합보안학회 2018 융합보안 논문지 Vol.18 No.5

The goal of this study is to look deeper into a read-write education method for improving communication abilities of petty officer majoring students in community colleague level. The read-write education method improves reading and writing abilities at the same time. Therefore, the read-write education method is modified to a ‘read-write-correction’ education method and the method is planed proper ways to run the course of the education. A writing report class method which is based on ‘read-write’ education method is the key process of this education. the education method suggests directions of a taking memo and a guideline of summarizing from the reading part, and the directions of a taking memo and a guideline of summarizing are used on report writings class from the writing part of the ‘read-write’ education method. The correction part of the education method is controlled by instructors under a process of the ‘read-write-correction.’ The read-write education method by using the report writing helps to improve communication abilities in work fields because the report writing is based on utilizing document formats that can be used future in petty officer work filed. For the last, the study mentions a proposal for further tasks on this field of the study. 본 연구는 전문대학 부사관과의 학생들의 의사소통 능력을 향상시키기 위해 읽기-쓰기 연계 교육방안을 고찰하였다. 읽기쓰기 연계 교육은 읽기 능력과 쓰기 능력의 동시에 향상시킨다. 이에 부사관과의 읽기-쓰기 연계 교육 모형을 ‘읽기-쓰기-첨 삭’으로 구성하고 이에 적합한 실행방안을 도모하였다. 구체적인 실행은 보고서를 중심으로 읽기-쓰기 연계를 실습하는 것이 다. 이는 읽기에서 메모 및 요약 틀을 제시하여 작성하고 쓰기에서 읽기의 메모 및 요약 틀을 적용하여 보고서를 작성하는 것 이다. 첨삭은 교수자가 읽기-쓰기의 전 과정에서 검토하는 것이다. 보고서를 활용한 부사관과의 읽기-쓰기 방안은 부사관에게 필요한 보고서 양식을 활용한다는 점에서 앞으로의 업무와 관련된 의사소통 능력을 향상시킨다는 장점이 있다. 끝으로 향후 연구를 위한 제언을 하였다.

중국의 지연된 근대외교와 한중관계 -동아시아 지역사의 시각-

유용태 한중인문학회 2012 한중인문학연구 Vol.37 No.-

이 글은 한중수교 20주년을 맞아 양국간의 근대외교의 성립과 전개를 역사적으로 검토해 그 특징을 밝힌 것이다. 이를 위해 연관과 비교의 동아시아 지역사 시각을 적용하여, 중국과 태국 및 외몽골간의 관계와 비교해 보았다. 청국의 근대외교는 매우 지연되었으며 특히 그 상대로 승인한 동아시아 국가는 오직 일본제국과 대한제국뿐이다. 세계의 중심을 자처한 중국에게는 근대외교 자체가 中國性을 부정하였기 때문에 회피된 결과다. 그 사이에 청국은 조약관계와 함께 조공관계를 지속하는 이중외교를 전개하였다. 놀랍게도 이중외교는 중화민국에게도 이어졌다. 중화민국은 태국과 새로 독립한 외몽골에 대해서 제국시기의 전통적 조공관계의 논리에 기대어 줄곧 승인하지 않다가 2차대전 종전 후에야 비로소 승인하였다. 중국의 이중외교는 이때까지 지속된 것이니, 중화민국이 대한민국 임시정부를 승인하지 않은 이유도 같은 맥락에서 이해될 수 있다.개혁개방의 성공과 대국 지위의 회복에 따라 최근 중국의 주요 지식인들은 미래의 동아시아 지역질서를 전망하면서 조공관계의 합리성과 평등성을 강조하곤 한다. 그러나 이는 중국인이 스스로의 제국경험을 당연시함으로써 자신의 帝國性을 비춰볼 거울을 갖지 못한 일방적인제국의식의 표현에 불과하다. 이러한 조건에서 1992년 이래 한중 양국은 조공시대의 상하관계와 냉전시대의 적대관계를 청산하고 협력/동반자 관계를 만들어가고 있다. 이는 탈냉전기동아시아의 지역질서 형성에 대하여 매우 중요한 의미를 갖는다. 따라서 이로부터 가꿔나가야 할 한중관계의 미래는, 양자관계에 대한 이해를 넘어서 동아시아 지역 차원의 역사와 질서 속에서 중국과 한국을 얼마만큼 객관화 하여 파악할 수 있는가에 달려있다. This article based on historical review states characteristics of the establishment and the development of modern diplomacy between Korea and China, which is celebrating its 20th anniversary this year. Applying the perspective of East Asia regional history of connection and comparison, the Sino-Korean relations were compared with relations of Sino-Outer Mongolia and Sino-Thailand. The modern diplomacy of the Qing dynasty was greatly delayed; it allowed diplomatic relations with the Empire of Japan and the Korean Empire only. As China presented itself as the center of the world, modern diplomacy which is denying such nature of China was avoided. During the period, the Qing dynasty developed the dual diplomacy which held a treaty-based relation with a tribute-based relation. Surprisingly, the dual diplomacy was carried over to the Republic of China; relying on the logic of tribute-based relation during the imperial period, it did not approve Thailand and newly independent Outer Mongolia until the end of the second world war. Chinese dual diplomacy had continued until then and such fact provides the reason why the Republic of China did not approve the provisional government of the Republic of Korea. According to the success of reform and opening up and the recovery of the national status as a greate power, Chinese major intellectuals forecasting the future regional order of East Asia emphasize rationality and equality of the tribute-based relation. However, this is a mere expression of Chinese imperial consciousness which takes imperial experiences for granted and lacks a mirror to reflect their empireness At this condition, Korea and China has been building a cooperative relationship since 1992, liquidating the tribute-based relationship of pre-modern era and hostile relations of Cold War era. It has great importance in terms of the formation of the East-Asian regional order in the post-Cold War era. The future of Sino-Korean relations thus depends on how much they can objectify China and Korea to understand them in history and the order of a regional level of East Asia beyond understanding of bilateral relations.

公社는 村落과 家庭을 넘지 못하고

柳鏞泰 동아시아역사연구회 2000 동아시아역사연구 Vol.7-8 No.-

‘G2중국’의 혁명사 연구

유용태 중국근현대사학회 2017 중국근현대사연구 Vol.76 No.-