개화기 학교교육개혁에 관한 연구

다국어 초록 (Multilingual Abstract)

This research examined the school education reform in the point of view about succeeding the traditional confucian education and introduction of western education in the enlightenment period. To understand whole outline of the school education reform at that time, I divided the enlightenment whole period into three stages (embryonic stage of new education ․ Kwanjegi ․ Hakkyoryongi), and clarified the role of government, private and foreigners as the main body of education reform. In addition, I investigated the discussion of the school education reform in detail and studied the process of legislation and practice of school management.
The school education reform in the enlightenment period was influenced by the traditional confucianism and the Silhak formed in the late of Joseon Dynasty. However, it went over confucian boundary in education reform which Silhak scholars stated and had the modern character in educational goals, contents, methods, and systems and establishing the school. It may be the characteristics of school education reform's discussion in the enlightenment period as in the following. First, in educational goals and doctrines, they tried to found schools in the Dongdoseogi point of view in the embryonic stage of new education, and asserted renaming with self󰠏centered perspective about western civilization in the Kwanjegi. They emphasized to maintain national independence through education by the philosophy of Wangyangming and the theory of social evolution in the Hakkyoryonggi. A lot of intellectuals and presses highlighted Samyuk in education(physical education ․ mental education ․ moral education) with irrespective order since it was emphasized in 󰡔Kyoyukjoseo󰡕. Second, in educational contents and method, they learned western subjects with traditional confucianism at some modern schools, but western education was generally introduced through 󰡔Hansungsunbo󰡕 and 󰡔Hansungjubo󰡕 in the embryonic stage of new education. They learned traditional and western subjects by establishing government, public, and private schools, but applicants were comparatively small, and western scholarship was introduced through books of the progressive intellectuals and the press in the Kwanjegi. Founding schools was more active than former times, and western education was introduced through some journals such as the Seoouhakhoe and the Deahan jaganghoe in Hakkyoryongi. In educational methods, the most important thing was the use of Korean as a universal language and as a medium of instruction in the enlightenment period. The progressive intellectuals asserted that we should produce a textbook with Korean because the use of Korean is very convenient and all the people could understand it very easily. The government promulgated laws used with Korean and Chinese characters through ‘Kongmoonsik’, and published 󰡔Gwanbo󰡕(official gazette) made with Korean and Chinese characters. Most journals as well as media used Korean and Chinese characters, and using Korean and Chinese characters became common in the enlightenment period. Third, in educational systems, the media such as 󰡔Hansungjubo󰡕 introduced constantly western school system including primary and middle schools, and a collage since the embryonic stage of new education. Necessity of more teachers and teacher training was required by the government and the progressive intellectuals in the Kwanjegi. The kindergarten system was introduced and they began to pay attention about the school hygiene with introduction of western education in the Hakkyoryonggi. After the Japan󰠏Korea Treaty in 1905, the necessity of teacher selection and teacher training were also required with founding many private schools. The compulsory education system was steadily asserted because it was not only a core system for national power through education but necessity of education system for the people.
The following are results of consideration about the school education reform in the enlightenment period by the division into periods. In the embryonic stage of new education, they emphasized Gyeokmulchiji and Riyonghusaeng from Dongdoseogi, introduced western learning and the public school system, and underlined a practical education. In Kwanjegi, they emphasized autonomous acceptance about Samyuk education and western civilization, and asserted the necessity of the compulsory education system and the teacher training with publishing Korean books. In Hakkyoryonggi, they stated struggle for existence and Jagang based on Social Darwinism, western education was introduced in earnest, and preschool education and the school hygiene were begun to be emphasized.
As a result, modern characters in the discussion of school education reform was getting more deep as time goes on. However, these discussion was not an isolated rise but a crossed rise. First, establishing the school and compulsory education system for human resources and a practical education were emphasized on the enlightenment period constantly because they were an important enterprise for Joseon's modernization, national prosperity, and military power. Second, one of the purposes of founding the school was to train diplomacy staff in the embryonic stage of new education, and in the announcement letters delineated by Hakmuamoon the purpose of founding primary and normal schools was also to get human resources for politics and diplomacy. Third, Jagang based on Social Darwinism in Hakkyoryonggi also appeared in embryonic stage of new education and Kwanjegi through the media, memorials to the kings, and books. Fourth, western education was introduced in Hakkyoryonggi earnestly, but it was practiced in school education since embryonic stage of new education. Fifth, Hulbert already recommended the importance of the school hygiene through academic journals to the Joseon Government.
The school education reform in the enlightenment period was based on the traditional confucian education because enrollers should be required to have knowledge of Chinese character at that times, and the discussion of the school education reform was formed to the foundation of modern education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 선행연구 검토 5
• 3. 연구내용 및 시기구분 9
• Ⅱ. 학교교육개혁론의 등장과 3주체 12
• 1. 학교교육개혁론의 등장 배경 12
• 2. 학교교육개혁의 3주체 25
• 1) 관 26
• (1) 신교육의 태동과 한성순보․한성주보의 발행 26
• (2) 학무아문과 학부의 설치 33
• (3) 학교령의 공포와 학교․학회의 국가통제 38
• 2) 민간 41
• (1) 개화성향의 지식인들의 해외시찰 및 세계관의 변화 41
• (2) 언론을 통한 학교교육개혁의 당위성 인식 47
• (3) 사립학교와 학회를 통한 애국계몽운동 52
• 3) 외국인 56
• (1) 오토리의 내정개혁안 56
• (2) 헐버트의 교육활동 57
• Ⅲ. 학교교육개혁 논의 66
• 1. 교육이념 및 목적 66
• 1) 동도서기를 기저로 한 격물치지와 이용후생 66
• 2) 삼육(덕․체․지)교육과 주체적 수용의 자세 73
• 3) 사회진화론을 기저로 한 생존경쟁과 자강 82
• 2. 교육내용 및 방법 88
• 1) 서구 학문의 소개와 실용교육의 강조 88
• 2) 국문서적의 간행과 국가적 차원에서의 국문사용 94
• 3) 서구교육학의 도입과 국한문혼용의 정착 100
• 3. 교육제도 104
• 1) 서구의 학교와 공교육제도의 소개 104
• 2) 의무교육제도와 교원양성의 필요 109
• 3) 유치원 교육과 학교위생의 강조 122
• Ⅳ. 학교교육개혁의 실제 128
• 1. 교육법제의 공포 128
• 1) ｢고시문｣과 학교관제의 공포 128
• 2) 학교령의 공포 136
• 2. 학교의 설립 139
• 1) 신교육을 위한 근대학교의 설립 139
• 2) 관제에 의한 관공립학교와 사립학교의 설립 142
• 3) 학교령에 의한 관공립학교와 사립학교의 설립 147
• Ⅴ. 요약 및 결론 151
• 1. 요약 151
• 2. 결론 155
• 참고문헌 157
• ABSTRACT 169
• 표 목 차
• <표 Ⅱ-1> 학무아문의 각국과 담당 사무 37
• <표 Ⅱ-2> 관제기 학부의 대신관방 및 각국의 담당사무 38
• <표 Ⅱ-3> 학교령기 학부의 대신관방 및 각국의 담당사무 40
• <표 Ⅳ-4> 관제기 각 학교의 관제와 교육목적 136
• <표 Ⅳ-5> 학교령기 각 학교의 법제와 교육목적 138
• <표 Ⅳ-6> 신교육의 태동기의 근대학교 설립 현황 141
• <표 Ⅳ-7> 관제기의 관에 의한 근대학교 설립 현황 146
• <표 Ⅳ-8> 학교령기의 관에 의한 근대학교 설립 현황 149