• 동남아시아연구
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• 제21권1호
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• pp.137-184
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• 2011

This article is aimed at understanding the political narratives represented in the National Museum of Indonesia. Starting initially as a colonial museum, the National Museum of Indonesia functioned as a useful tool for the Dutch colonial force to fuel its imaginations of the colonial territory and the people within it. The Dutch used the cultural display to advertize its benevolent colonial rule. All the while, the museum also inevitably reflected orientalism on the people and the culture of the colony. The republic of Indonesia inherited the colonial museum's practices and its display patterns. The business surrounding the museum also played a key role in the newly-born nation-state laying out a future for its redefined territory and people. Thus, what the colonial force imagined for the colonial territory through the study of museum displays was rather directly transferred to the republic without serious consideration of the decolonization process. Four main characteristics have been seen in the museum displays. The first is an emphasis on the glorious Hindu-Buddha history, from which numerous temples, statues, and jewelry have been found. Secondly, the Islamic period, which spanned between the Hindu-Buddha times to the colonial era, has almost completely been eliminated from the display. Third, the colonial era has been depicted as the time of Europe's exportation of scientific tools and adaption of sophisticated living patterns. Fourth, the images of ethnic groups were represented as being stagnant without reflecting any challenges and responses that these groups had faced throughout history. Looking at these display patterns, it can be concluded that all the dynamic internal developments and anti-colonial resistance that took place during the Islamic and Colonial Era have simply not been represented in the museum display. These display patterns do not reflect the real history or culture of the archipelago. Two considerations are thought to have influenced the neglecting of social realities in the display. The first of which is the Dutch's and Republic's apprehension over the possible political upheaval by the Islamic forces. Yet, more fundamentally, cultural displays themselves are distinct from historical education in that the former pays more attention to business ideas with an aim to attract tourists rather than to project objective historical knowledge. Thus, in cultural displays, objects which work to stimulate fantasies and spur curiosity on archipelagic culture tend to be selected and emphasized. In this process, historical objectivity is sometimes considered less vital. Cultural displays are set up to create more appealing narratives for viewers. Therefore, if a narrative loses its luster, it will be replaced by another flashy and newly-resurrected memory. This fact reveals that museums, as transmitters of historical knowledge, have a certain degree of limitation in playing their role.

• 영어영문학
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• 제64권4호
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• pp.617-628
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• 2018

The aim of this essay is to discuss the relationship between Korean literature and Korean intellectual scenes. Since its first introduction to the local context, literature as a genre has served as a field in which colonial and post-colonial intellectuals have attempted to win the accreditation of Western enlightenment. Literature has been regarded as a crucial instrument of liberal arts and education in Korea. Literature has functioned as a social movement in Korea since its inception. During the colonial period, radical intellectuals and literary writers published essays and articles in literary journals. This status as a social movement is still a distinctive characteristic of Korean literature. From the outset, Korean literature has functioned as an enlightenment project for cultural development. As such, Korean literature retains a political meaning of "literariness," which reshuffles the hierarchy of the sensible and creates novelty against given aesthetic regimes. As a result, in the process these regimes are thereby de-purified of their status as purely aesthetic movements; their perspectives thereby come into contact with other discourses and practices outside the art world. This essay argues that as a genre, Korean literature always functions as "world literature" in Korean intellectual scenes.

• 건축역사연구
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• 제1권1호
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• pp.162-178
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• 1992

This paper is a study on the type of campuse site plan constructed by Chosun colonial government in japanese period and then the model of the type being the basis on the campus plan. As a result of analysis to the type of function allocation, main axis and reference point, block plan of five high schools constructed in Mid-Meiji Eva in Japan and the campuses in Japanese period, both were composed of same basic types, I make clear that the model of the campus site plan in japanese period was the site plan of five high schools in Japan, as that of higher education facilities in Japan was.

• 간호행정학회지
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• 제5권2호
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• pp.317-336
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• 1999

Official nursing education of Korea under Japanese rule began in order to make the communication possible among Japanese medical men and Korean patients. It could generate high standard nurses from the beginning. Nurses licensure began in 1914 and the graduates of official nursing schools could get nurses licensure without further test. Official nursing education became the standard of R.N. education. The curriculum emphasized on Japanese and ethics first, and in order to produce nurse, practice second. In 1920 the shortage of nurse became serious problem, so the Japanese colonial authorities set up 5 official nursing school in large scale. In 1922 they revised the relevant laws and regulations to make the nursing licensure pass all over Japanese ruling area. 8-year preliminary education and 2 year curriculum became standard of official nursing education after then. Other nursing schools should satisfy this standard to let their graduate get nurses licensure without further test. Curriculum was revised to satisfy the dual goal of 'good housewife' and 'good nurse'. Every official nursing school tried to raise educational standard Nursing science was specialized and more emphasis was put on the occupational education. From the late 1930s, Japanese desperately needed additional manpower to replenish the dwindling ranks of their military and labor forces. They tried to produce more nurses by increase nursing school. Students had to do wartime work instead of study. Younger students could enter nursing school, and general school could produce R.N. In conclusion, nursing education of Korea under Japanese rule was determined by the official nursing education. The Japanese colonial authorities lead the official nursing education. It made nursing education fixed early and produced high standard R.N. But it made nursing education withdraw in late Japanese rule period. Nursing education of Korea began quite weak in the need of nursing and Korea herself. The weakness became a subject of nursing education of Korea after Japanese rule to produce better R.N..

• 문화기술의 융합
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• 제2권1호
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• pp.71-78
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• 2016

본 연구의 목적은 '성공이 아니라 섬김이야(not success, but service)'로 대변될 수 있는 서서평선교사의 선교에 대한 올바른 이해와 관심을 촉구하고 특히 일제강점기동안 일생을 간호선교사로 살았던 그의 희생적 삶의 발자취를 고찰하기 위함이다. 내용구성은 첫째로 서서평선교사의 삶에 대한 개요를, 둘째로 서서평간호선교사에 대한 이해와 간호선교를 고찰하고, 셋째로 사랑과 섬김을 바탕으로 한 인간의 생명존중을 최고의 가치로 두는 간호교육의 나아갈 방향을 제시하고자 한다.

• 한국의사학회지
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• 제36권1호
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• pp.113-127
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• 2023

The Gyeongseong Women's Medical Training Center was created as the result of the efforts of our internal visionaries with meaningful foreign missionaries to cultivate female doctors, yet the systematic structure of the institution developed primarily out of Korean efforts. Koreans have tried hard to cultivate their descendants and the skills of the Korean people within this framework, challenging the oppression of the ruling class in a given environment, and the results have continued to this day. First, during the Early period (1890-1909), Korea began to establish women's education and the first female doctors were trained with the help of foreign missionaries. Second, during the Growth period (1910-1919), while it was difficult for women's education to be easily expressed during Japanese colonial era, the need for women's education was growing as part of the patriotic enlightenment movement, and female students who wanted to become doctors began to go abroad. In addition, during this period, the means to train female doctors in Korea was available, but this system was not recognized by the Japanese colonial government. Third, during the Preparatory period (1920-1928), the Gyeongseong Women's Medical Class, which gave practical training to female doctors, was established and centered on Rosetta Hall and female doctors who studied abroad. Fourth, a women's medical school was established during the Establishment period (1929-1938), which created a foundation for stable supply of professional women's medical personnel. In this article, we studied the process of women who were marginalized in education until they were trained as professional intellectuals, and we hope that it will help them understand the current women's education in Korea and draw directions in the future.

• 한국융합학회논문지
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• 제12권7호
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• pp.329-336
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• 2021

본 연구는 일제강점기에 다양한 사건들 속에서 간호의 주체성을 지켜내기 위힌 노력의 과정들을 살펴봄으로써 미래의 간호 발전을 위해 현재 간호학이 갖추어야 할 방향을 제시하고자 시도되었다. 일제강점기 간호의 역사는 크게 3단계로 나누어볼 수 있다. 근대 간호의 태동기인 1910년부터 1919년에는 간호교육기관이 확장되고, 간호 관련 제도를 만들었다. 1920년부터 1937년은 근대 간호의 발전기로 간호의 영역 확대될 뿐 아니라 간호 관련 법령을 개정하고 2개의 간호협회를 조직 하였다. 근대 간호의 정체기인 1938년부터 1945년은 전쟁이라는 사회적 재난 속에서 전쟁인력 동원을 위한 간호사 양성 정책이 펼쳐지면서 또다른 변화를 경험하게 되었다. 이러한 역사적 변화 속에서 시대적 사건들에 대해 다양한 해석을 할 수 있지만 그 시대에 정립된 간호제도는 현재 간호의 초석이 되었다는 것은 공통된 해석이다 간호의 영역 확대와 지속적인 발전을 위해 과거부터 현재까지 사회적 다양한 사건들 속에서 변화되는 간호의 역할과 보급에 대한 지속적인 관심과 연구가 필요하다.

• Human Ecology Research
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• 제57권1호
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• pp.51-71
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• 2019

This study analyzed the poverty rate by poverty dimension, correlation between multidimensional poverty, variables that affected the number of poverty dimension and the probability of the poor or not. The sample consisted of 6,361 elderly households (1,561 baby boom birth cohort, 1,793 post-liberation birth cohort, 3,007 Japanese colonial period birth cohort) taken from the $12^{th}$ Korean Welfare Panel Study. First, the highest poverty rate among the baby boom birth cohort was 62.8% of employment poverty. The highest rate among the post-liberation birth cohort and Japanese colonial period birth cohort, was 82.5%, 92.3% of health poverty, respectively. Second, the highest coefficient in the baby boom birth cohort was .354 for asset poverty and relation poverty. In the remaining two cohorts, the coefficient for asset poverty and relation poverty was the highest at .268, .284, respectively. Third, the average number of poverty dimensions was 2.318 of the baby boom birth cohort, 2.921 of the post-liberation birth cohort, 3.564 of the poverty in the Japanese colonial period birth cohort. Also, the poverty rate for each cohort was 20.179%, 28.779%, and 50.083%, respectively. Fourth, the significant variables in all cohorts were gender, education, marital status, residence, and equalized ordinary income for the multiple regression analysis on the number of poverty dimensions. Additionally, age of the post-liberation birth cohort was significant, age and family numbers of the Japanese colonial period birth cohort were significant. Significant variables in logistic analysis on the probability of poverty or not were the same as those of regression analysis.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권1호
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• pp.149-177
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• 2017

우리나라의 근 현대 수학 교재는 19세기말 아라비아 숫자를 이용한 필산(筆算)이 산학전문가들에게 소개되면서 선교사와 서당에서의 서양수학 교육을 시작으로 1894년 6월 28일 갑오교육개혁을 통하여 수학교육이 공교육에 포함된 이후 공식적으로 발간되기 시작하였다. 1905년 조선통감부를 통한 수학교과과정의 소개와 1910년 이후 일제강점기, 또 1945년 이후 군정에서의 수학교재 그리고 1948년 정부 수립이후 2015년 개정 수학과 교육과정을 거치면서 다양한 형식으로 발간되어 왔다. 본 연구에서는 조선 말기부터 대한제국, 일제 강점기, 해방 후 미군 군정청, 대한민국 교육과정의 변화를 거치면서 개발되어 소개된 근 현대수학 교재들의 특징을 시대별로 분류하여 소개한다.

• 한국지역지리학회지
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• 제22권1호
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• pp.36-48
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• 2016

본 연구는 거문도를 사례로 근대화 과정에 대하여 사회구조를 중심으로 분석하였다. 먼저 근대화 이전 거문도의 사회구조는 하나의 마을을 기본적인 공간단위로 하는 공동체 의례와 조직에 기초한 전통적인 사회로 각 마을은 상대적으로 독립적이고 병렬적인 공간구조를 형성하였다. 그러나 일본인의 이주라는 일제에 의한 강제된 근대화로 기존의 마을과는 별개로 형성되는 집단거주공간을 중심으로 근대화가 이식되고 확산되었다. 그 과정에서 개별 거주지 간 의 연계성이 강화되면서 공동체 의례뿐만 아니라 새로운 근대적 사회조직의 출현과 그 성격도 변화하였다. 그 후 근대화 토착화기에는 선진어업기술 및 유통체계의 근대화에 따른 자본주의적 생산체제로의 전환으로 일상생활 전반에 걸쳐 근대적 규범이 정착되었다. 그럼에도 불구하고 일제 강점기 후반에는 관변조직 뿐만 아니라 각종 자생적 자치조직까지도 식민지 수탈정책을 보조하는 근대화에 역행하는 조직으로 전락하였다. 공간구조는 공동체의 영역 및 구성원의 외연적 확대로 마을 간의 연계성이 강화된 위계적인 구조로 재생산되었다. 그러나 일제강점기의 '강제된 근대화'라는 한계성으로 기존의 자율적이고 자생적 조직의 해체에 따른 지역공동체 의식의 붕괴라는 부작용을 극복하지 못하였다.