• 한국초등과학교육학회지:초등과학교육
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• 제41권2호
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• pp.236-249
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• 2022

이 연구는 일제강점기의 교사 윤재천(尹在千)이 언급한 조선의 초등 과학교육에 대한 내용을 분석한 것이다. 윤재천은 대한제국 말에 태어나 일제강점기와 광복을 직접 경험한 사람이었다. 일제강점기에 경성사범학교 교사였던 윤재천은 <조선의 교육 연구(朝鮮の敎育硏究)>라는 교육 전문 잡지에 과학교육에 관련된 글을 많이 게재했다. 특히 그가 1939년에 저술한 "조선의 이과교육(朝鮮の理科敎育)"은 조선인 교사가 평가한 당시의 과학교육 전반을 분석하여 보고한 기사였다. 이 연구에서는 일제강점기에 조선인 교사의 눈으로 본 조선의 과학교육의 전반적인 상황을 추적했다. 일제가 강제 점령한 식민지 상황의 조선에서 윤재천이 생각했던 과학교육의 관점은 친일적인 색채를 드러내지 않을 수 없었던 한계가 있었다.

• 비교문화연구
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• 제21권
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• pp.289-306
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• 2010

In Jamaica Kincaid's novel Lucy, the narrator grows up with the burden of colonial legacies embedded with Englands' imperial disciplinary projects, its language, educational institutions, discourses. Colonial education interpellates the narrator into a colonial subject through its multiple ideological discourses and systems. Teaching the literature of England is the most insidious form of the Empire's disciplinary colonial projects, more powerful than military enforcement: Its mode of operation is creating phantasy and instigating and planting desire for such phantasy. As Homi Bhabha aptly theorizes as colonial mimicry and ambivalence, the narrator as colonial subject grows up split and confused as an ambivalent subject, simultaneously mimicking and desiring for the phantasized England as real, while resisting and criticizing such up-bringing and mimetic desire. This paper explores Kincaid's rhetorical strategy of employing Wordsworth's poem, "I Wandered as a Lonely Cloud," especially her use of the flower "daffodil." Employing the concept of "daffodil gap" suggested by postcolonial critics, this paper closely examines two episodes involving the flower daffodil in the novel, one in a colonial classroom and the other in a garden in a new world and suggests that Kincaid accomplishes intertextual critique of colonial education and imperial projects.

• 의학교육논단
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• 제15권2호
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• pp.61-68
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• 2013

During the Japanese colonial period in the Korean Peninsula, Chosun (ethnic Korean) physicians were trained in vocational clinical schools, but Japanese physicians in medical school. Therefore, the Japanese government treated the Japanese physicians as medical doctors but Chosun physicians as dealers or traders in clinical services. This colonial discriminatory policy became a habitual concept to Korean physicians. Because of these traditional concepts regarding physicians, after the colonial period, the newly established Korean government also had the same concept of physicians. Therefore, in 1952, the Korean graduate medical education system was launched under a government clearance system with the claim of supporting medical specialties as clinical dealers or clinical businesspeople. During the last 60 years, this inappropriate customary concept and the unsuitable system have evolved into medical residency training education, and then into graduate medical education. Today graduate medical education has become inextricably linked to postdoctoral work in Korean hospitals.

• 교육철학
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• 제66호
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• pp.105-132
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• 2018

This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects. The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites. Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules. Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum. Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time. This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.

• 한국수학사학회지
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• 제36권3호
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• pp.37-57
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• 2023

In the history of elementary school mathematics education in Korea, the period led by the Government-General of Joseon during the Japanese colonial period cannot be omitted. As a way to grasp the real state of elementary school mathematics education at that time, there is a method of analyzing elementary school mathematics textbooks published by the Government-General of Joseon. However, the actual state of the publication of them was not sufficiently known. For this reason, this study surveys the actual state of the publication of those textbooks. To this end, real information on textbooks owned currently by various institutions and information on the publication of those textbooks in the official gazette and documents of the Government-General of Joseon were checked and organized.

• 건축역사연구
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• 제24권4호
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• pp.65-74
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• 2015

This paper deals with architectural activities related to Korean society in Jichang district in North East China, focused on the articles of Manseon-ilbo published there during the Japanese colonial period. Construction-related contents in the area closely connected with topical interest, publicity, and enlightenment as a local media source provide positive grounds about pending issues in colonial situations. This paper handles with articles issued in the 1940's newspapers just before the Pacific War. At that time Japanese enter in the Chinese continent, and construct a stable basis in the intimate association with Germany and Italy, countering against the United State. Among articles regarding architecture, most of contents are based on healthcare and public facilities, and urban planning. Overwhelmingly the most popular articles are about new constructions of educational facilities and residential matters. The shortage of goods and the excessive concentration of population resulted in urban and house problems, which were particularly much more serious in Korea society. Such social atmosphere made all activities regarding building constructions, in particular educational facilities, in civil level rather than the helps of the Japanese colonial government. Thus, through education and house matters we can read a slice of Korean society to survive in the colonial environment of Jichang district.

• International Journal of Costume and Fashion
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• 제15권1호
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• pp.87-101
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• 2015

From the 1920s to 1945, East Asia experienced radical social change with the introduction of new fashion styles, and new ways of thinking, from the West. The emergence of a new generation of "new women" educated in modern schools was part of this phenomenon, and functioned as a trend-setting influence in East Asian society. In schools, education in dressmaking, sewing, and home economics were important parts of female education. Adopting a new fashion style is, by necessity, accompanied by the new technology of dressmaking. Given that ready-made clothing was not generally available, dressmaking education also served to introduce a new material culture. In Korea and Taiwan under Japanese colonization, the greater part of school curricula and textbooks mirrored those in Japan, which enabled these countries to develop and adopt transnational styles as well as local styles. This research explores the transition of women's fashion in East Asia in modern and colonial conditions from the 1920s to the 1940s by analysing curricula and textbooks on dressmaking in comparison with the prevailing styles in each region. This is expected to suggest the impact of modernity in East Asia and the transnational styles of fashion in colonial Korea and Taiwan, as well as Japan, developed within the local culture. Colonial conditions are also discussed in terms of their impact and limitations in the transition of styles.

• 한국수학사학회지
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• 제37권3호
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• pp.41-57
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• 2024

In this study, the life of Lee Kyo Seung(1868~1951), the author of SinJeongSanSul(1~3), is traced in outline. He worked as a teacher at a government elementary school from 1895 to 1906. He contributed to elementary education as one of the first government elementary school teachers in the period of the Great Han Empire. During this period, he wrote SinJeongSanSul(1~3). He contributed to secondary mathematics education as a professor at Sungyunkwan for three years from November 1908, and as a mathematics teacher at the YMCA Academy from 1906 to 1916 in the period of the Great Han Empire and early Japanese colonial period. During this period, he wrote two different secondary school mathematics textbooks. During the Great Han Empire and early Japanese colonial period, he was a pioneering textbook author and mathematics teacher. So he can be evaluated as one of the important persons in the history of mathematics education in Korea.

• 수완나부미
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• 제14권2호
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• pp.177-206
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• 2022

At different times in the 19^th century, the Straits Settlements and Cochinchina were both colonies that the British and the French captured the earliest in their process of invasion of Malaya and Vietnam, respectively. This study examines the transitional stage from the traditional school system to colonial school system in the Straits Settlements and Cochinchina. This could also be considered an experimental stage for building later education systems in their expanded colonies, namely British Malaya and French Indochina, from the closing decades of the 19^th century to the middle of the 20^th century. This study, exploiting various sources and applying the comparative approach, identifies the factors that affected the different attitudes and choices of policy towards traditional education models of indigenous communities (the Malays and Vietnamese) pursued by the British in the Straits Settlements and the French in Cochinchina.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.424-435
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• 2012

The purpose of this study was to analyze the geological terms used in the elementary school science curriculums from 1876 to present. We collected the data of geological terminologies based on what is being used in the revised 2007 national curriculum. In this study, data was divided into three periods according to political events, "The Modern Enlightenment Period (1876~1910)", "The Japanese Colonial Period (1910~1945)", and "The Current Curriculum Period (1945~present)". During the early modern enlightenment period, translated Chinese characters' terminologies by western scholars in Qing-China were used in science books. The late modern enlightenment period, we used many translated Japanese textbooks in schools, which naturally introduced the way that Japan's terminology is used. In the Japanese colonial period, Korean students had to study science subjects written in Japanese characters, so they had used Japanese terminologies of science. After the liberation of Korea from the Imperial Japan, there was an efforts to make new Korean terminologies of geology under the new current national curriculum. However, the terminologies used in Korean textbooks ended up using and borrowing the same way that the Japanese-Sino terms of science used later.