大韓帝國下 實業敎育 展開考

劉奉鎬 梨花女子大學校 韓國文化硏究院 1984 主題硏究 Vol.5 No.-

The purpose of this study is to define the theory of industrial education and to trace the practical developmental process of industrial education during Daehan Empire Period (1987-1910). This study focuses its attention on: the theory of the industrial education before the Daehan Empire Period. The two periods of industrial education are the early period (1897-1904) and the late period (1905-1910). This study is based on the analysis of newpapers, magazines and reports of academic journals of the time. The major findings of the study are as follows: 1. The importance of industrial education was stressed in the eighteenth and nineteen centuries in Korea due to the influence of Silhak thoughts prevalent in the eighteenth century. 2. The modernized formal institutes for industrial education was introduced in the early period of Daehan Empire. Their achievements fell short of the expectations of the advocates of the importance of industrial education. 3. The commercial, technical and medial schools established in 1899 were not popular and had difficulties in recruiting students, while short-term training institutes for vaccination specialists (1899) and sericultural workers (1901) drew many students, producing skilled graduates who contributed much to the respective professional field. 4. The primary schools established in 1985 offered sewing courses for girls. In theory, though not in practice, the middle school senior courses included technical, commercial, agricultural, and medical training. 5. Toward the later period of Daehan Empire, industrial education was emphasized by the press and scholarly journals; however Japanese colonial policy provided only lower level education in the field. 6. Industrial education was attempted at primary, normal, middle and industrial schools but the result fell far short of original expectations. From the Enlightening Period to Daehan Empire Period industrial education was emphasized for Korean modernization. But in reality, it did little for the industrial development of the country due to the traditional despise of the artisans' job as well as the Japanese colonial policy of discouraging Korea's industrialization.

日本敎育史 硏究의 現況과 展望

劉奉鎬 한국교육사학회 1985 한국교육사학 Vol.7 No.-

開港 100年間의 韓國敎育 展開過程

劉奉鎬 明知大學 學徒護國團 1976 明大 Vol.7 No.-

李德懋의 婦女敎育論

劉奉鎬 이화여자대학교 한국문화연구원 1978 韓國文化硏究院 論叢 Vol.32 No.-

"Sasojeul", weitten by Duckmoo Lee in the 18th century, is one of the greatest educational classics in Korea. Dealing with the subjects of general education in "Sajon", womens education in "Bueiy" and childhood education in "Dongkyu", I presentated a study of "Donfkyu" and "Sajon" in the Journal of Korean Cultural Research Institude in 1975 and 1876, respectively. "Bueiy" elaborates on personality, oral manners, manual skills, manners of cooking and dressing, behavioral codes, education, ethics and human relationships of women. Even though there are some conflicting points which run counter to the educational view of today, most of Lee's discipline still provides us with an insight, and has stood the test of time. Duckmoo Lee's contribution to contemporary Korean education is great. His educational philosophy and method have been studied in this research with special emphasis on "Bueiy", in which his theory of womens education is treated in detail. As revealed by the present study, the main points of "Bueiy" are : (1) the cardinal virtues of womanly chastity gentleness and diligence. (2) the major role women play in personal relationships pf the family. (3) an elaboration on the oral codes-contents, attitude, and methods of speech. (4) practical ways of dressing and cooking. (5) a presentation of the behavioral code of daily life. (6) the major role woman play in childhood education. (7) the importance of the virtue of economy in the memorial service of ancestors. (8) equal opportunity of individuals without any discrimination by rank or by sex. In conclusion, the "Bueiy" is valuable education literature for contemporary womens education because of its significance in contents and methods. It will significantly contribute to modern women's education which is of great concern in present day Korea.

일제에 대한 민족적 저항기의 중등교육

유봉호 한국교육사학회 1994 한국교육사학 Vol.16 No.-

日本 植民地主義 敎育政策이 韓國 學校敎育課程에 끼친 영향

劉奉鎬 이화여자대학교 한국문화연구원 1992 韓國文化硏究院 論叢 Vol.60 No.3

The purposes of this study were 1) to determine the extent of the influence of Japanese colonial education and on the curricula of Korean schools during the Japanese colonial policy(1905-1945) and 2) to systematically document the changes which took place in the school curriculum of this period. And the research was made through an analysis of educational ordinances and regulations concerning the ed ucational system which appeared in the [Korean Governments Daily Bulletin](1894-1911) and the [Daily Bulletin of the Governments General in Korea](1900-1945), and of other reference book on education. The following conclusions could be gathered from the findings of this study: 1) As means of assimilating Koreans into the Japanese Empire, Japan stressed the dissemination of Japanese language and culture while repressing Korean language and culture. The school curriculum stressed basic vocational technical education which neglected general education, thus repressing the development of higher mental abilities. 2) Subjects such as Japanese Languages, Japanese History, Japanese Geography, Civics, Industry, and Home Economics which had names and contents favorable to realization of Japanese colonial education policy were given priority as well as comparatively high percentages in the allotment of instruction hours. On the other hand, subjects which might contain negative forces for colonial education, namely subjects such as Korean Language, Foreign Languages, including English, German, and French, Korean Geography, Law, and Economics were allotted the minimum hours of instruction, were assigned as selective courses or were even totally removed. 3) With each revision in the curriculum, the hours of Japanese languages lessons were continually increased while the hours of Korean Language lessons were continually decreased to a point where it was offered only as a selective course, then was finally removed from the school curriculum in 1941. 4) Korean History and Geography were removed from the curriculum during the period of 1906-1909, and from 1920, it was included as part of Japanese History and Geography. The contents and hours were adjusted to justify Korean subordinance to the Japanese Empire. 5) Vocational or technical education was emphasized to produce craftsmen in order to supply the Japanese with the needed labor. 6) A regulation on the usage of textbooks was chosen so that the usage of any textbook which violated the Japanese colonial education policy was banned. As elaborated above, a positive examination of how the Japanese used the school curricula 1) to disseminate the Japanese language and to repress the Korean language, 2) to implant the Japanese culture as means of implanting colonial subordination and destroying the Korean culture, and 3 to exploit the Korean economy and labor by stressing vocational training while neglecting liberal education was made through this study.

舊韓末 初·中等學校 敎育課程 變遷에 관한 硏究

劉奉鎬 이화여자대학교 한국문화연구원 1980 韓國文化硏究院 論叢 Vol.35 No.-

There are 3 aims of the present study : 1) To trace the change of curriculum in Korean primary and secondary schools towards the end of the Chosun Dynasty, 2) to investigate the school systems and educational content of that period and to explore the Japanese curriculum policy with the view of colonizing Korea to their advantage, and 3) to study Korea resistance to the above policy, the Korean Government's Daily Bulletin was frequently referred to inn order to gather curriculum data to be analyzed. Regarding data related to private school education, the historics of the schools concerned were the sources of the study. The results of the study show that : (1) the overall education curricula were directed toward suppressing independent and Korean autonomous education. (2) the number of hours that the Korean language was taught gradually decreased in favor of the Japanese language. (3) the teaching of Korean history gradually gave way to that of Japanese history. (4) general education was made light of while vocational education was stressed. (5) the censorship regulations on textbooks increased. (6) educational opportunities were limited by controlling the number of government schools. (7) the censorship policies of control and restriction against private schools was gradually strengthened. (8) course descriptions were rewritten in concrete terms. An exhaustive study to the history of the curriculum of each subject remains to be studied.

강황과 울금으로부터 추출된 커큐민의 색도분석 : 반응표면분석법을 이용한 최적화

유봉호,장현식,이승범 한국공업화학회 2019 공업화학 Vol.30 No.4

This paper describes a methode to extract yellow pigment from curcuma and turmeric containing natural color curcumin whose target color indexes of , , and  were 87.0 7.43, and 88.2, respectively. The pH range and extraction temperature used for the reaction surface analysis method were from pH 3 to pH 7 and between 40 and 70℃, respectively for both natural products. A central synthesis planning model combined with the method was used to obtain optimal extraction conditions to produce the color close to target. Results and regression equations show that the color space and difference of curcuma and turmeric have the greatest influence on the value. In the case of curcuma, the optimum conditions to satisfy all of the response theoretical values of color coordinates of  (74.67),  (5.69), and  (70.08) were at the pH and temperature of 3.43 and 54.8 ℃, respectively. The experimentally obtained , , and , values under optimal conditions were 72.92, 5.32, and 72.17, respectively. For the case of turmeric, theoretical numerical color coordinates of , , and , under the pH of 5.22 and temperature of 50.4 ℃ were 82.02, 7.43, and 72.86 respectively. Whereas, the experiment results were  (81.85),  (5.39), and  (71.58). Both cases showed an error range within 1%. Therefore, it is possible to obtain a low error rate when applying the central synthesis planning model to the reaction surface analysis method as an optimization process of the dye extraction of natural raw materials.

日帝統治時代 初·中等學校 敎育課程變遷에 관한 硏究

劉奉鎬 이화여자대학교 한국문화연구원 1981 韓國文化硏究院 論叢 Vol.39 No.-

This study aims at the systematization of changes in primary and secondary school curriculum during the Japanese occupation (1910-1929). References has been made to the Daily Bulletin of the Japanese Government General of Korea, to the law of the Education Bureau, and to other related material for the study's analytical data. The study has especially been concentrated on the school regulations and articles of primary and secondary schools. The results of the study are : 1. The education period of Korean primary and secondary schools was shorter than that of Japan. General education was made light of while vocational education was stressed during the period of 1910-1919. By 1919, the education period was brought up to the level of Japan and general education was strengthened a little, but the educational policy was reconcentrated on the vocational education after 1929. 2. The number of hours for the Korean language was gradually decreased in favor of the Japanese language. 3. Korean history was not taught in the primary school and in the secondary schools only Japanese and foreign history was taught. 4. Foreign language courses (including English) were ignored or was offered minimally for form's sake in the period of 1910-1919. 5. The censorship policies of control and restriction on private schools from 1910 were stronger than the Japanese Resident period (1908). 6. The censorship regulations on textbooks were more rigorous than they were at the end of the Japanese resident period. An exhaustive study of the change of the curriculum of each subject remains to be elaborated on and the study of the change of curriculum in primary and secondary schools during the period of 1930-1945 needs further study.

李德懋의 敎育思想과 兒童敎育論

劉奉鎬 이화여자대학교 한국문화연구원 1975 韓國文化硏究院 論叢 Vol.26 No.-

Duckmoo Lee, one of the greatest educational philosophers in the 18th century in Korea, presented the theory of childhood education in a concrete manner, and his works were published in a series in Cheung-jangkwan Chonseu. "Sasojeul" deal with the theory of on the theory of childhood education. Even though there are some points which conflict with the educational view of today through anachronism, many of his works are still enlightening to us after such a lapse of time. His life, contribution to Korean education, and his educational philosophy has been studied in this research with special emphasis on "Dongkyu", in which the theory of childhood education is treated in detail. As revealed by the present study, the main point of Mr. Lee's view of education are: (1) He introduced the educational theory and realism of developed countries into Korea. (2) He emphasized the scientific approach in the study. (3) He maintained that each person os entitled to an equal opportunity of education without any discrimination either by rank or by class: he placed stress on democratic education. (4) He emphasized the value of childhood education. (5) He laid stress on the principles of individualization, motivation, reinforcement, intensive practice, early education, moderation, hard training, and the scientific operation of the educational process. (6) Character training and moral discipline in childhood education were elaborated upon. (7) The harmonious personal relationships in society (between adults and children and between friends) were stressed. In conclusion, educational philosophy, especially Duckmoo Lee's theory of childhood education, has done much in determining the educational trend of today and, as a result, the present-day education in Korea owes much to him.