김정일의 "선군정치(先軍政治)"와 "수재-엘리트(elite)" 교육체계 = Kim, Jong Il's Military-Oriented Politics and the Educational System of the Elite
저자
孫啓林 (東北師範大學)
발행기관
고려대학교 북한학연구소(Institute of North Koreanology Korea University)
학술지명
권호사항
발행연도
2000
작성언어
Korean
KDC
911.000
자료형태
학술저널
수록면
205-224(20쪽)
제공처
General Secretary Kim Jong Il developed military capabilities right after his inauguration into the highest position within the party, thus he maintained his ruling power internally and attempted to obtain the military initiative on the Korean peninsula, externally. He attempted to get the economic sanctions against the United States eased on the one hand, and tried to obtain maximum amounts of foreign aids on the other through foreign policy based up[on brinkmanship. For achieving these goals, he the P'yongyang regime has pursued its political, economic, military, foreign, educational-cultural and inter-cultural policies, directed by the military-oriented politics, thoroughly.
Meanwhile, the Democratic People's Republic of Korea (DPRK) has initiated elite-oriented education by establishing the First Pyongyang Junior High school since 1983. I has expanded this form of education that consists of superior facilities and contents for all the districts in P'yongyang, and within each province and major cities under the direct control of the government. According to this policy, those graduates from the special "First Junior High Schools" have received recommendations to enter prestigious college and universities such as Kim Il Sung University, Kim Ch'aek Institute of Technology, and the P'yongyang College of Science. Also, students have been allowed to choose their subjects by themselves. In addition, some young children with special talents have been enrolled into the special classes operated by the prestigious institutes of arts and athletics.
This educational policy has brought a number of criticisms.
First, the elite-oriented educational system has raised disappointment among the people and created a type of barrier between the new generations. At the beginning, the purpose of the elite-oriented education was to improve the quality of education. But, the majority of common people in the 1990s realized that such an elite education bred a new special class, and those graduates from such institutions could move into the high class smoothly, while those from the ordinary schools lost chances to be enrolled at the colleges and universities. Instead, they were recruited to the military or labor camps, and were forced to live with no status change. Furthermore, the fact that the majority of the students of the elite schools were the children of the high officials within the Korean Workers Party disappointed the common people. They demanded to have true competitions on an equal basis, regardless of the background and status of their parents by saying that "all men are equal under the grades."
Second, the elite-oriented education has become a toll solely devoted to the military-oriented politics led by the General Secretary Kim Jong Il. After the death of Kim Il Sung, the General Secretary ordered the inclusion of new subjects on the "Revolutionary Activities of Communist Mother Kim Jong suk," and "Revolutionary History of the Communist Fighter Kim Jong Suk" into the regular curriculum from the elementary school unto the university. This was an effort to strengthen ideological education for the new generation. Therefore, those students trained under the elite system have turned out to be new types of human beings with full of subjectiveness, loyalty, and fidelity; they would dare go into the fire for the Party and the Great Leader. Such students trained under the elite system are choosing voluntarily subjects which could be closely related to the military-oriented politics, and thus are eager to repay what Kim Il Sung and Kim Jong Il have given them. For instance, those who were given the chances to study abroad competed with each other to study nuclear physics or to devote their entire lies in the area of party propaganda by taking the "revolutionary history" of Kim Il Sung and Kim Jong Il.
Third, the elite education led by the military-oriented politics has brought about some impact on the quality of the ordinary education. Since the mid-90s, the DPRK has increased its spending on the military to strengthen the military-oriented politics. But the negative economic growth over the last several years has reduced the amounts of investment for the compulsory education. As a consequence, there have· been shortages of textbooks, school supplies, and even school uniforms except for some students residing in special district in P'yongyang. Particularly, in the remote areas, such as border villages, the conditions are even worse; the ratios of school enrollment as well as entrance have continuously declined to reach a critical point where no one could ever expect normal school days at all. Therefore, the educational quality of each school has dropped sharply while those who were chosen to the elite courses can enjoy all the special treatments and exclusive privileges. Once the gap between the haves and have-nots was created and grew wider, it was inevitable to see several negative impacts on the constructive production and the overall political stability. Very few educational experts within the DPRK became worried much about such negative impacts.
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