근대계몽기 교육기획과 학교표상 : 신소설과 ‘국어’과 교과서를 중심으로 = Educational Planning and Representation of School in Modern Enlightenment Age : Focusing on New Novels and 'Korean Language' Textbooks

다국어 초록 (Multilingual Abstract)

The discussion in this study is related to the questions of why there have not been educational activities that correspond with the opportunity to achieve the revolutionary performances of the realization of public equality in the modern enlightenment age and why modern schools occupy the mainstay position in the contemporary society and are represented as self-evident despite of such problems.
In the Korean society the modern enlightenment age was a turning point for the formation of modern education, since the character of the education in this age was different in quality from that of the education in the previous times. That is, if the children in the societal system before the modern times were an object of negation and conquest who were recognized only if they became 'adult-like children' by adjusting to the sample of grown-ups, the children in this age were not recognized negatively but as a subject with the significance of existence to be fostered in the aspect of 'youth' to perform destruction and creation. Also, through the dissolution and rediscovery of feudal family system, the life of children in this period could not be damaged and modern school education was possible. And the concept of a free and equal man derived from the dismantling of status order led to open opportunity for education and it expansion to have a progressed aspect compared to the societies before the modern age where education was available only for limited privileged class. Therefore, the modern education had a turning point to be formed in the modern enlightenment age with social and cultural changes.
However, the social and cultural changes as a condition to form the modern education began with a demand to institutionalize modern schools, and thus they were limited to be formal. In other words, it was not that the necessity of education was naturally demanded according to social and cultural changes but on the contrary the desire to foster specific human resources through education was the main factor which drove social and cultural changes. As a result, the planning of modern age by the intellectuals of the day which aimed at the fostering of the human resources of the nation through education delayed the formation of modern education. Education could not avoid distortion because non-educational logics ruled education. Thus, the then society fell in a contradiction where there was no education despite of the excessive interest in education.
Meanwhile, the intellectuals in the modern enlightenment age who attempted to realize an independent and strong nation through civilization and enlightenment kept emphasis on modern education and modern schools as execution agency to foster enlightened human beings. That is, facing a formidable other of the modernized Western nations after the opening of port, the intellectuals of the day thought the route of their historical development was inevitable and Western-style modernization was urgently needed and wanted to make individuals as members of the nation through modern education. But such intention was not easily accepted by the people of the late Joseon dynasty who did not trust the modern schools in an old custom and hesitated to even enter school. The fact that the intellectuals of the day continuously emphasized education and learning and planned and aspired to realize a 'schooling society' conversely demonstrates that the then society was ruled by the epistemological and institutional elements that went against modern schools. Nevertheless, the sense of crisis to lose the nation being actualized became a factor to emphasize more the necessity of modern schools. The reason that the new novels or 'Korean language' textbooks emphasized the execution of the system of modern school itself than the content or activity of education can be understood in this context. It was more urgent to make the ordinary people who fell in old custom or hesitated to even enter school recognize the importance and necessity of the modern school than to perform school education. For this reason, the intellectuals of the day did not hesitate to present the modern school as self-evident. As a result, the school education of the day existed for the reproduction of school education, falling in a contradictory situation of 'school education for school education.'
After all, the modern school being separate from education came to produce a new magical concept that all can be civilized if only they finish school. The modern school that was designed and invented to 'disenchant' the magical concept about the world and nature during the world system before the modern age and at the same time rationalize the 'imaginary community' came to reign as a new 'myth' of the day.
In the Korean society the modern enlightenment age was a turning point for the formation of modern education, since the character of the education in this age was different in quality from that of the education in the previous times. That is, if the children in the societal system before the modern times were an object of negation and conquest who were recognized only if they became 'adult-like children' by adjusting to the sample of grown-ups, the children in this age were not recognized negatively but as a subject with the significance of existence to be fostered in the aspect of 'youth' to perform destruction and creation. Also, through the dissolution and rediscovery of feudal family system, the life of children in this period could not be damaged and modern school education was possible. And the concept of a free and equal man derived from the dismantling of status order led to open opportunity for education and it expansion to have a progressed aspect compared to the societies before the modern age where education was available only for limited privileged class. Therefore, the modern education had a turning point to be formed in the modern enlightenment age with social and cultural changes.
However, the social and cultural changes as a condition to form the modern education began with a demand to institutionalize modern schools, and thus they were limited to be formal. In other words, it was not that the necessity of education was naturally demanded according to social and cultural changes but on the contrary the desire to foster specific human resources through education was the main factor which drove social and cultural changes. As a result, the planning of modern age by the intellectuals of the day which aimed at the fostering of the human resources of the nation through education delayed the formation of modern education. Education could not avoid distortion because non-educational logics ruled education. Thus, the then society fell in a contradiction where there was no education despite of the excessive interest in education.
Meanwhile, the intellectuals in the modern enlightenment age who attempted to realize an independent and strong nation through civilization and enlightenment kept emphasis on modern education and modern schools as execution agency to foster enlightened human beings. That is, facing a formidable other of the modernized Western nations after the opening of port, the intellectuals of the day thought the route of their historical development was inevitable and Western-style modernization was urgently needed and wanted to make individuals as members of the nation through modern education. But such intention was not easily accepted by the people of the late Joseon dynasty who did not trust the modern schools in an old custom and hesitated to even enter school. The fact that the intellectuals of the day continuously emphasized education and learning and planned and aspired to realize a 'schooling society' conversely demonstrates that the then society was ruled by the epistemological and institutional elements that went against modern schools. Nevertheless, the sense of crisis to lose the nation being actualized became a factor to emphasize more the necessity of modern schools. The reason that the new novels or 'Korean language' textbooks emphasized the execution of the system of modern school itself than the content or activity of education can be understood in this context. It was more urgent to make the ordinary people who fell in old custom or hesitated to even enter school recognize the importance and necessity of the modern school than to perform school education. For this reason, the intellectuals of the day did not hesitate to present the modern school as self-evident. As a result, the school education of the day existed for the reproduction of school education, falling in a contradictory situation of 'school education for school education.'
After all, the modern school being separate from education came to produce a new magical concept that all can be civilized if only they finish school. The modern school that was designed and invented to 'disenchant' the magical concept about the world and nature during the world system before the modern age and at the same time rationalize the 'imaginary community' came to reign as a new 'myth' of the day.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구목적 및 문제제기 = 1
• 2. 연구방법 및 연구대상 = 2
• Ⅱ. 근대계몽기 학교 논의를 위한 두 가지 전제 = 9
• 1. 생성의 과정으로서의 근대학교 = 10
• 2. 연속적·발전론적 근대학교라는 편견 비판 = 19
• Ⅲ. 문명개화의 이념과 근대교육의 성립 = 23
• 1. 시간관념의 변화와 '아동'의 발견 = 24
• 2. 가족주의의 해체와 재발견 = 31
• 3. 신분질서의 해체와 교육기회의 개방 = 40
• Ⅳ. 국민교육의 논리와 '한계를 그은 교육' = 46
• 1. 미완의 문명개화와 교육부재 = 46
• 2. 부분적 계몽, 혹은 '한계를 그은 교육' = 52
• 3. 학교교육을 위한 학교교육 = 62
• Ⅴ. '신화'로서의 근대학교 = 67
• Ⅵ. 결론 = 72
• 참고문헌 = 76
• Abstract = 82