고등학교 『한국사』교과서에 서술된 `한국여성독립운동`에 대한 비판적 검토

이방원 ( Lee Bangweon ) 한국여성사학회 2015 여성과 역사 Vol.- No.22

2009년 개정교육과정 하에서 출간된 총 8종의 고등학교 『한국사』교과서에서, `한국여성독립운동` 에 관한 내용을 정리 및 분석한 결과는 다음과 같다. 첫째, 1910년대 항일독립운동을 한 여성인물 및 여성단체로 송죽회와 유관순만이 수록되어 있다. 그러나 송죽회는 여성이 주축이 된 비밀결사라는 내용으로만 설명되어 있고, 유관순에 대해서는 비상교육과 천재교육 출판사만이 유관순의 만세 시위운동과 그에 따른 일제의 탄압을 자세하게 서술하였을 뿐이다. 둘째, 3·1운동이후 여성의 민족운동 관련 단원에 서술된 여성인물 및 단체 중 적어도 2종 이상의 교과서에 공통적으로 수록된 사항은 모두 여성단체이며, 근우회(8종), 조선여자기독교청년회, 조선여성동우회(이상 7종), 조선여자교육회(5종), 토산애용부인회(3종), 근화여학교(2종) 등 총 6단체이다. 그러나 이상의 여성단체를 서술함에 있어서도 항일활동이 드러나지 않으며 여성 계몽에 중점을 두고 서술하고 있을 뿐이다. 한국여성독립운동가가 적지 않고 그들의 역할이 주요했음에도 불구하고 이들은 제대로 주목받지 못하고 있다. 여성독립운동가와 단체의 발굴 및 연구, 교육내용으로서의 타당성 및 필요성 등이 검정되는 과정을 거쳐 이들에 대한 올바른 교육이 이루어져야 할 것이다. I reviewed contents of women`s movement for Korean independence written in eight kinds of highschool textbooks on Korean history for 2009 Revised Course for Education. I have come to conclusion as follows by the analysis and organization of these contents. Firstly, only Songjukhoe (Society of Pine and Bamboo) is appeared as women`s association and Yu Gwan-sun is appeared as woman worked for Korean independence in textbooks on Korean History. However, Songjukhoe is only explained as the secret association of women. Moreover, only textbooks of Visang Education Publishing Company and Chunjae Education Publishing Company go into details of mansei (hurray) demonstration of Yu Gwan-sun and ensuing Japanese suppression of it. Secondly, the contents which more than two textbooks describe in common on the chapter about women`s national movement after 3·1 mansei Undong (1919 Demonstrations for Independence) are only about six women`s associations. Eight kinds of textbooks describe Geunuhoe (Society of the Friends of the Rose of Sharon). Seven describe Joseon Yeoja Gidokgyo Cheongnyeonhoe (Society of Young Christian Women in Joseon) and Joseon Yeoseong Donguhoe (Women`s Association of Joseon). Five describe Joseon Yeoza Gyoyukhoe (Women`s Educational Association in Joseon). Three describe Tosan Aeyong Buinhoe (Women`s Organization for Consumption of Indigenous Products). Two describe Geunhwa Yeohakgyo (Geunhwa Girl`s School). However, these description don`t show anti-Japanese activities of these associations. Textbooks only describe about women`s enlightenment activities of them. Though so many women leaders worked for Korean independence and their role was important, they don`t receive necessary attention. We should have to find and research women and women`s associations working for Korean independence. Process for investigation of validity and necessity of them as educational contents is needed. I think that correct education of these contents is necessary for students.

The Tip-Tilt Correction System in AO System for Small Telescope

유형준,박용선,이방원,Yu, Hyungjun,Park, Yong-Sun,Lee, Bangweon 한국천문학회 2012 天文學會報 Vol.37 No.2

We are developing Adaptive Optics (AO) system for 24 inch telescope at Seoul National University Observatory. It consists of the tip-tilt correction system and the residual wavefront error correction system with a deformable mirror and a wavefront sensor. We present the construction and performance measurements of the tip-tilt correction system. The tip-tilt component is the single largest contributor to wavefront error, especially for small telescope. The tip-tilt correction system consists of a quadrant photodiode, a tip-tilt mirror and a feed back loop. The collimated He-Ne laser beam is used for input light source and is artificially disturbed by air turbulence generated by a heat gun. Most of the turbulence is of low frequency less than 20 Hz, but extends to a few hundreds Hz. It is found that the closed loop system using proportional-integral-derivative (PID) control successfully corrects tip-tilt error at a rate as high as 300~400 Hz.

김마리아(1892-1944)의 교육관 ― 실력양성론 형성과 구체화를 중심으로 ―

이방원 ( Lee¸ Bang-weon ) 이화여자대학교 이화사학연구소 2020 梨花史學硏究 Vol.0 No.61

Kim Maria was a “female Korean independence activist” who devoted her whole life for the independence of Korea. She said that “I married with the independence of Korea” with confidence. To understand activities of Kim Maria who sought the ways for independence and put into practice in her whole life, this study aims at investigating traces of forming, changing and developing her theory for fostering capacity as the way for national salvation in her life. When she was young, Kim Maria grew up in the family who felt responsible for local community and in open home environment accepting Christianity. She expanded her responsibility to country and people as Japan invaded was realized. In her teens, she studied at Chungshin Girls’ School which cultivated the Christian education and the spirit of independence she met fighters for independence at “Kim Brothers Store” which was managed by her uncles, Kim Yuno and Kim Pilsoon. She also cured soldiers who were wounded in the protest against the dissolution of Korean Army in 1907 in Severance Hospital. Through these experiences, she decided to devote her life for Korean independence. During studying in Japan, she set up her resolute idea on the necessity of the education for women. She thought that education was essential to become “human” and women must be educated to be appropriate and helpful in Korea and committed to society. For Korean independence, she returned to Korea with the statement of the February 8th Independence Declaration and contributed to plan the March 1st Movement. However, she witnessed failures of the March 1st Movement and Korean Patriotic Women's Society in Korea and the division of Korean Provisional Government in Shanghai. She realized that fostering capacity could be base for independence and went study abroad to the United States of America. When she started her study in the U.S., she already decided to devote herself to Korean education and contribute to the independence and development of Korea. In the U.S., She strengthened her capacity by studying in Park University, Chicago University, Graduate School of Education in Columbia University and New York Theological Seminary. Through these studying and other experiences in the U.S., she developed her theory for fostering capacity to the stage that a individual citizen must effort to have his own leadership, choose leader and cooperate for the success of activities of that leader. She thought that a individual citizen must be the pivot of society. In her theory of fostering capacity, she had particular attention to the education for women. She had consciousness about the situation that a man was in center and a woman was excluded or in only auxiliary role. She thought that a woman was designated to be a “human” who can live freely. Her purpose of education for women was that a woman must go into the scene of missions of times equally with a man and stand as the independent subject of her own life and of the independence and development of her homeland. It meant that a woman must be the subject of independence beyond the auxiliary role. Kim Maria’s theory for fostering capacity was formed, changed and developed by her growth and having various experiences. The purpose of fostering capacity was not limited to the independence and expanded to the process of national development after independence. Her emphasis on education for women was not for only the liberation of women. She thought that men and women together must participate in the independence and development of nation. She did not leave her theory as only theory. After returning to Korea, she practiced her theory in teaching in Martha Wilson Seminary for Women and cultivated the spirit of independence.