• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.309-317
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• 2023

The purpose of this paper is to investigate how Japan tried to dominate Chosen through educational policies by analyzing three official English texts published by the Japanese Government-General of Korea: the First Chosen Educational Ordinance declared in 1911, the Manual of Education of Koreans(1913), and the Manual of Education in Chosen 1920(1920). In order to pursue this purpose, the present study carried a corpus-based diachronic analysis, rather then a qualitative analysis. Facilitating text analytics such as Word Cloud and CONCOR, this paper derived the following results: First, the first Chosen Educational Ordinance(1911) includes overall educational regulations, curriculum, and operations of schools. Second, the Manual of Education of Koreans(1913) contains the educational medium and contents on how to educate. Finally, it can be proposed that the Manual of Education in Chosen 1920(1920) contains specific implementation of education and the subject of education.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1093-1130
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• 2009

The purpose of this study is to examine obstacles to progress for 20th century Korean mathematics. In 1945, shortly after Korea was liberated from Japan, there were no Korean mathematics Ph.D. holders, less than ten bachelor degree holders, and only one person with a master's degree in mathematics. We investigate the reasons for this. Korea has to overcome such an unforgiving condition and rebuild quality education programs in higher mathematics over the last several decades. These debilitating circumstances in higher mathematics were considerable obstacles in developing a higher level of mathematical research for the mainstream of 20th century world mathematics. We study policy and curriculums of Korean school mathematics in the late 19th and early 20th century, with some educational and socio-political background.

• Animal Systematics, Evolution and Diversity
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• v.10 no.1
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• pp.97-123
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• 1994

The author devided th period of 1876-1945 into three epochs ; the Opening of Ports in 1876 -before the Political Reform in 1894 , the Political Reform- the Japanese annexation of Korea in 1910 , and the Epoch of Japanese Colony during 1910-1945. As civilization through including educational reform rised. The modern school system began to be introduced nongovernmentally and governmentally to Korea in the 1880's without any school laws. Were chronologycally established school regulation by Korea Government in 1895-1893, school laws by Korean Government under the supervision of the Japanese Residency-General of Korea in 1906-1910, and the educational laws of Korea by the Japanese Government-General of Korea in 1911-1943. In these epochs, the numbers of elementary , secondary and higher educational institutions and the numbers of pupils and students had increased slowly. Japanese had developed sonwhat primary education and secondary technical education, but it had checked extremely the Korean peoples to receive secondary liberal education and higher education, On the epoch of Japanese colony, Japanese occupied nearly half of elementary school teachers, almost of public secondary school teachers educated in Japan, and nearly all of professor educated in Japan in public and national colleges which were technical, and in one imperial university . Forty or more Korean teachers taught natural history chief at private secondary schools for Koreans , more than half of them being graduates of colleges of agriculture and forestry in Korea and Japan. The author mentioned curricula , and subjects and textbooks connected with biology of elementary, secondary and higher educational institutions. The pup8ls and students received biological knowledge through learning sciences at primary schools ; natural history (plants, animals and minerals ) at secondary schools including normal schools ; botany, zoology, genetics and major subjects related with biology such as anatomy, physiology, bacteriology, pland breeding at medical colleges and colleges of agriculture and forestry. There were no departments of biology , botany or zoology in Korea. Only seven Koreas graduated from departments of biology, botany or zoology at imperial universities in Japan. Some of them played the leading parts to develop education and researches of biology in the universities after 1945 Liberation.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.43-60
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• 2004

The aims of the study were to analyze the San-Sul-Kwa textbook under the rule of Japanese Imperialism(1909～1945). It was analyzed that the contents of San-Sul-Kwa were selected for the purpose of national interests of Japanese as a ruling country through four times of amendment of education and many kinds of drill and practice in terms of number and operations were emphasized toward entire grades. However, some parts of textbook over the period seem to have had significant affects on mathematics education of Korea since the period.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.149-177
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• 2017

Since modern mathematics textbooks were introduced in the late 19th century Korea, arithmetic experts started to teach modern mathematics using Arabic numerals at village schools and churches. After the Gabo Education Reform of 1894, western mathematics education was included in public education and the mathematics textbooks began to be officially published. We explored most of Korean mathematics textbooks from 1895 to 2016 including the changes of mathematics curriculum through 1885-1905, 1905-1910, 1911-1945, 1945-1948, 1948-1953, 1954-1999, and 2000-2016. This study presents the characters of modern mathematics textbooks of Korea since 1885.

• Korean journal of communication and information
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• v.28
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• pp.111-140
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• 2005

Most of studies on the press during the period of Japanese occupation in Korea have focused on the activities of newspapers in 1920s. These past studies didn't examine the whole process of change of the press under the Japanese occupation in Korea. Thus, this study tried to investigate the change of the tenor of Korean newspaper editorials on the ruling policies during the end of the colonial period in Korea as a part of attempts exceeding the limit of past studies. After the outbreak of the war between China and Japan in 1937, the Korean newspapers were full of stereotyped editorials resembling in a way official gazette. Dong-A Ilbo and Cho-Sun Ilbo represented the purpose of the war was to emancipate Asian countries from Western imperialist countries and to establish the peace of the Asia. Simultaneously, two newspapers played an important role in assimilating the Korean people into the Japanese and mobilizing them to the war, The tenor of these editorials was affected by intensified control over the press and the change of the consciousness of journalists. In conclusion, these newspapers had a harmful influence on the Korean people as a weapon to the movement to organize and mobilize them. Therefore the interest for researching on the pro-Japanese press should be taken in view of 'resistance' and 'collaboration.'

• (The)Korea Educational Review
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• v.18 no.1
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• pp.45-63
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• 2012

The purpose of this study is to understand the educational traits of Sinchan Kyoyukhak(新撰敎育學) which was the first western education textbook of Hansung Normal School(漢城師範學校) since 1895. The result of this study is as follows;First, the subject of education was firstly regulated by the Act of Hansung Normal School(漢城師範學校規則:1895.7.23). Second, even though this book was authored by the Japanese, Kimura Tomoji(木村知治), it is published for the textbook of Hansung Normal School and I presume that he is one of the employed foreigner by the Joseon Dynasty. Third, this textbook was effected more by the trend of utilitarianism of Spencer and Pestalozzi than that of Herbart's theory which is concerned to the teaching method. Fourth, the theory of three fostering of Sinchan Kyoyukhak(fostering the virtue, wisdom, and physical body) is connected with the Royal Doctrine for Building State(敎育立國詔書) by Kojong(fostering the virtue, physical body and wisdom) in 1895, but the order of those are not the same.

• Archives of design research
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• v.15 no.4
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• pp.67-76
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• 2002

This study is mainly based on the introduction process of formative art education method of Korean Bauhaus which was brought in this CQuntry through Japan. The introduction routes into Korea of Bauhaus education method by way of the United States through Germany have been disclosed since 1945, including Korean students studying in the United States as well as Scandinavian countries. Those introduction of Bauhaus method by Korean students into Korea had influenced the domestic university education. However, it was worth notice that Park Hui-rak pointed out through his writing that Bauhaus education method had already existed in the CQuntry before 1945 when korea was liberated from 35 years of Japanese colonial rule. Park hinted in his book of "Korean Design History,199B" that the curriculum of primary school, then affiliated with Taegu Education College had been possibly influenced from Composition Education" idealogy led by Japanese Kawakita Rensichiro. In Japan, Bauhaus education method had been independently introduced by civilians like primary school teachers of Kawakita. However, the possible introduction of the informative art education in the country by way of Japan leaves a lot of things to be considered. Because, the introduction was carried out by Choson governor-General which took charge of colonial rule of korea. Accordingly, the purpose of this study is to make full explanation on the introduction of formative art education and on the types. For that purpose, examinations on various materials and information released by many educational institutes as well as by choson Governor-General were included. As the result, it was possible to find out a trace of "Composition Education : Japanese Bauhaus Formative Art Education" in 1937, one year earlier pointed out. And it was remarkable that two interested books were found out, which mainly dealt with Spanung of Composition and Dynamic sense. Finally, through examinations in many aspects, five drawing education books written in 1930s, such as Drawing Guide Details and indication, were proved to be equal to Bauhaus Composition Education in terms of terminology and contents. Moreover, it has been made clear that Composition education Choson was made mostly under the control and management of Choson Governor-General in the of books on education systems in then education college.

• Archives of design research
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• v.17 no.4
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• pp.15-26
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• 2004

After 19th century of Chosun Dynasty Gilsnagmunja-do such as longevity, good fortune, health, well-being which was explosively prevalent and Hyojemunja-do which was panoramically decorated with eight characters of filial piety, fraternal devotion, loyalty, trust, courtesy, commitment, integrity and humility for enlightment of the public under the name of political ideology are consistency or same origin in traditional concept of Orient. Therefore, in view of Western standard, they are showing an illustration and a photograph of characters in design. There are some differences in way of expressions. They were considerably popular not only in Chosun Dynasty but in China, Japan and Vietnam where belong to the cultural territory of chinese characters. Though, Hyojemunja-do which was built-up in the late period of Chosun Dynasty and developed fro chinese mode is a very peculiar iconography and mode of Chosun Dynasty. Hyojemunja-do is also classified from Chinese Nianhua designed for supply of Conficianism ethics or Folk Painting designed for practical use in chinese cultural territory. In the late period of 19th century, Hyojemunja-do which was re-built with creative modeling has been developed in peculiar mode in the province of Kyunggi, Kangwon(Kwan dong region), Kwanseo region, Jeju island and Namdo region by the diversified level of painters.

• Convergence Security Journal
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• v.14 no.6_1
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• pp.89-98
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• 2014

Simultaneously with the founding of the Joseon military system was reformed. On the basis of Koryo's '2gun 6wie(二軍 六衛)' reorganized into '10wie 50ryong(10衛 50領)'. But the de facto central military power was in Euhungqingunwie(義興親軍衛) that is Lee Seong-gye's Elite Guard. In addition to these make up the backbone of the central forces that were Siwiepae(侍衛牌). Also a anti-legislation Seongzhongaima(成衆愛馬) was also presented. But soon the military command and military systems will start to repair. First, reform of military command system of the unified command system shall be established for the Euhungqingunwie(義興親軍衛). And Jeongdojeon has strengthened the military education and training. But, for the establishment of Military command system the most important was the reform of the private soldier. Military systems also have been systematized. shipwie(十衛) was changed to the shipsa(十司) in Taejo. After, they are expanded to shipyisa(十二司) in Sejong. And, the Gabsa(甲士) were returned. In addition, various special branch of the army, Byelsiwie(別侍衛), Naegumewie(內禁衛), gyumsabok(兼司僕) etc, are increased and founded.