초록 열기/닫기 버튼
This paper looks at Japanese research trend of educational policy in Chosŏn during the protectorate and early colonial period, paying much attention to review Honma Chikake's Kankoku 「heigou」 zengo no kyouikuseisaku to nihonn(韓國「倂合」前後の敎育政策と日本, 2010). In this book, the author researched positively the Japanese policy of colonial education during ‘the period of transition' from the protectorate to early colonial period, mainly focusing on the policy of training teacher. Positive study on educational policy like this is considered to follow the mainstream of research trend of the history of colonial education in Japanese academics featuring positive approach. Prior to this study, Korean and Japanese researchers have studied the policy of training teachers as well. However, restricted periodically to the protectorate or studying the only Japanese teachers, these researches didn't study the change of policy of teachers and how to fomulate the policy of teachers just before and after the annexation. Honma Chikake, focusing on this point, took a close look at how Japanese policy of training teachers had changed from the protectorate to early colonial period in two respects of ‘continuity' and ‘discontinuity'. It is convincing that Japan pursued colonial policy after making Taehan Empire Japanese protectorate and its policy of education intended colonial education as well. Considering Japanese policy of education during the protectorate as prototype of colonial policy of education after the annexation, the author examined the policy of training teachers in periodical continuity. As such, his study raised questions and necessity to consider and reconstruct positively ‘truth’ and ‘historial fact' of Japanese colonial policy of education, and tries to solve those problems. Accumulating positive research like this must take precedence in order to understand generally the fact of ‘colonial education' by Japanese imperialism and evaluate exactly the historicity. However, one of the noticeable trends of Japanese academics which have studied positively the history of colonial education including the author's study is the absence or ambiguity of evaluation on ‘colonial education', that is the absence or vagueness of question or critical perception of ‘coloniality of Education'. Certainly, some of Korean studies on colonial education have also problems those criticize Japanese ‘colonial education' from the nationalist viewpoint without any precise examination and grounds for the fact. It is necessary to not only research positively ‘the fact' but also evaluate it in the historical sense to understand precisely Japanese colonial education and his colonial rule. When researches which meet these conditions accumulate, Korean and Japanese academics don't make their historical view and the absence of positiveness issue any longer and make more productive and progressive discussion.
키워드열기/닫기 버튼
protectorate, colonial education, residency-general, government-general, ethics, normal education
