한국 근대의 전통적 교육관과 근대적 교육관의 갈등

Abstract

본 연구는 開化期 敎育의 성격을 규명하고 傳統的 敎育觀 내지 儒敎敎育的 要素가 개화기의 교육 속에서 어떻게 變容되며 어떻게 殘存하여 이어지게 되는지를 밝히는 데에 연구의 목적이 있다. 연구 목적을 달성하기 위하여 당시의 각종 記錄과 文獻, 新聞 記事, 學校史, 교과서 내용 등을 분석함으로써 개화기에 형성, 전개되는 새로운 敎育觀이 지니고 있는 近代的 要素들을 분석하고 이러한 敎育觀이 그 당시의 교육사회적인 구조 속으로 변용되는 과정에서 傳統的인 교육적 가치 체계와 어떠한 葛藤을 일으키는가에 대하여 규명하고자 하였다. 본 연구에서는 다음과 같은 내용들을 다루었다. 우선 II장에서는 近代的 교육관의 특성과 傳統的 교육관의 특성을 대비하여 고찰한 후 개화기에 近代的 교육관이 형성되는 배경을 살펴보고, 개화사상가들이 주장한 교육관의 近代的 意義와 限界를 검토하였다. 이어서 III장에서는 新敎育에 대한 사회구성원들의 認識과 주장에서 新,舊의 葛藤이 어떻게 나타나는지를 普通敎育, 實業, 技術敎育, 女性敎育을 중심으로 하여 분석하였다. IV장에서는 근대학교의 교육목적, 내용, 방법, 학교운영 등을 분석함으로써 실제로 近代學校 교육이 施行되는 과정에서 傳統的 교육 요소와 近代的 교육 요소가 어떻게 葛藤을 일으키는지에 대해 고찰하였다. 연구 내용을 종합해 볼 때 당시 교육의 思想과 實際에서는 근대적 교육관의 여러 특징 중에서 敎育 機會의 開放과 敎育 內容에 있어서의 변화가 이루어지고 특히 實用性이 강조된 반면 自由와 平等의 이념, 개인의 權利, 義務와 같은 近代的 市民精神이 상대적으로 輕視되었음을 알 수 있었다. 따라서 표면적으로는 四民平等이 선포되고 身分에 따른 差別이 閉止되었지만 이것이 개인의 자유, 권리 차원으로까지 연결되지 못하였으며 男女 平等의 실현으로 이어지지도 못하였다. 또한 학교 교육에 있어서도 忠.孝의 가치관이 과도하게 강조되고 修身 敎科가 중요하게 취급된 반면 近代的 市民意識의 배양에는 관심이 적었던 것이다. 이것은 왕조 體制를 固守하려는 정부가 주도한 교육개혁의 限界였다고 하겠다. 물론 自己 修養을 중시하고 忠.孝와 같은 덕목을 강조하는 儒敎的 敎育觀은 현재의 시점에서 보아도 價値를 지니는 것이지만 이것이 封建的 계급 의식과 결부될 때에는 극히 편협한 사상으로 전락될 가능성이 있는 것으로 우리가 극복하여야 할 점이라 생각된다. 그러나 이 시기에 이루어진 敎育 機會의 開放은 매우 중요한 변화이며 특히 여성교육에 있어서 여성 자신들의 意識의 覺醒을 통하여 스스로 女學校 設立 運動을 전개하였던 점은 높이 評價하여야 할 부분이라고 생각된다. 또한 여러 가지 여건의 미비와 장애에도 불구하고 近代學校가 계속적으로 설립되었으며 특히 私立學校가 전국적으로 세워져 새로운 교육에 몰두하고 있었던 것은 을사조약 이후 韓末 啓蒙運動의 전개를 가능하게 하는 밑받침이 되었다는 점에서 우리 敎育史上에서 크게 評價해야 할 점이라 보여진다. ; The purpose of this dissertation is to identify the characteristics of the education in the enlightening period in Korea. This study is devided into two parts: One is to identify that what conflict the enlightening ideas has brought about in the process of being changed to and being mixed with the traditional educational value system and social structure, and the other to investigate the developing process of the traditional educational ideas by analyzing the conflict between the ideal of the modern education and that of the traditional one. The method of this study involves the analyzing of materials such as Old Korean Kwanbo, newspapers which were published in the enlightening period in Korea, school histories, textbooks, and other related books. This study aims to answer the research problems a follows: 1. To what extent is the ideas of the traditional education in comparison with that of the modern one accepted in the ideal of illuminators in the enlightening period? 2. What conflict is brought about between the traditional educational ideas and the modern ideas in the process of accepting the general education, the vocational/technical education, and the education for women? 3. What conflict is brought about between the ideal of modern education and that of traditional education in the process of implementing the modern education? In order to examine closely the above research problems, in the second chapter, it is reviewed placing the main focuses on comparing the characteristics of the modern education with those of the traditional one, and on studying the background in the process of forming the modern educational ideas in the enlightening period. And the significance and the limit of the educational ideas asserted by illuminators in the enlightening period are also reviewed. In the third chapter, in viewpoint of general education, vocational/technical education, and woman’s education, the conflict between the traditional ideas and the modern ones emerging from the assertion and the recognition on general education of social members is examined. In the forth chapter, by reviewing educational aims and contents, teaching methods, and school management of modern schools, the conflict between the traditional educational characteristics and the modern ones in the process of implementing the modern education is analyzed. The main results and findings of this study can be summarized as follows: In the enlightening period in Korea, both the educational ideas and the reality performed in educational institutions has brought in opening for educational opportunities and changing in the course of study, especially emphasizing on the pragmatism. On the other hand, they have given a little concern to the citizenship like the idea of freedom, the principle of equality, personal rights and obligations ? the important characteristics for the modern spirit in the educational aims. Thus it externally seems to be proclaimed the equality without distinction of rank or class. As a matter of fact lineage has been as important as ever in assigning government officials. In viewpoint of the reality performing in modern schools, the value on the loyalty and filial piety has been overemphasized along with laying emphasis on subjects related to cultivating oneself(修身). It seems that these trends have been caused by the limitation in educational reform taken the lead by the government holding the succession of Yi-dynasty. It goes without saying that the Confucian educational idea, emphasizing the virtuous like the loyalty and filial piety and thinking highly of cultivating oneself, has an educational value in itself until this time, but it also has the possibility to be degraded to the narrow-minded if related to the feudalistic sense of class distinction which has been just what we must get over. On the contrary, the opening for educational opportunities can be regarded as one of important changes in that period. And the movement for establishing woman’s schools by women themselves should be highly appreciated. The fact that modern schools was setting up continuously and that private schools all over the country began to implement the new-education, under the insufficient, unfavorable conditions, could become the basic ground for spreading out the patriotic enlightening movement. In viewpoint of history on Korea educational ideas we cannot estimate it too much.