일제강점기 학력제도의 구조적 성격

• 영문명: The Structural Characteristics of Hakryuk Institution in the Japanese Colonial Period
• 발행기관: 한국교육철학회
• 저자명: 김부태(Kim, Boo-Tae)
• 간행물 정보: 『교육철학』敎育哲學 第51集, 1~37쪽, 전체 36쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.31

영문 초록

The purpose of this study is to investigate characteristics of hakryuk institution in the Japanese colonial period. According to its requirements for establishment, the characteristics of hakryuk institution are as follows: 1. School education system : the system was established in that schools and their relations among them were built on the Chosun Educational Ordinances. The system had nationalistic and colonial characteristics. 2. Connection of hakryuk-job : Hakryuks became to a large extent standards of employment and wage especially in the public sector. Connections of hakryuk-job combined with examinations increased. 3. Eduational opportunity : Opportunities were selectively opened to Chosun people. The Japanese empire restricted their opportunities for entering school and learning, and also used hakryuk institution as a mechanism of divide and rule. 4. Social consciousness : Chosun people began to have educational credentialism in the late 1910s, and it seems that consciousness of its utility for individual success was widespread since the early 1920s. Hakryuk institution in the Japanese Colonial Period was more extensive and systematic than before. It brought about educational credentialism in Chosun and made Chosun people have the distorted eductional consciousness and aspiration. In short, hakryuk institution in the Japanese Colonial Period was an institutional mechanism that facilitated domination by abusing education.

목차

Ⅰ. 머리말

Ⅱ. 학력제도의 성립요건과 연구의 맥락

Ⅲ. 일제강점기 학력제도의 성격

Ⅳ. 학력주의적 교육의식의 확산

Ⅴ. 맺음말

참고문헌

키워드

hakryuk educational credentialism hakryuk institution Japanese colonial period