又月과 津田의 女性敎育思想 比較硏究 = Oo-wol and Tsuda as Explorers of Women Education in Korea and Japan
저자
金蕙卿 (師範大學)
발행기관
학술지명
권호사항
발행연도
1974
작성언어
Korean
KDC
040.000
자료형태
학술저널
수록면
175-198(24쪽)
제공처
소장기관
In the present work, I have tried to present a comparative study of the educational thought of Women in Korea and Japan with particular emphasis on that of Oo-wol and Tsuda, feeling that Kim Whal-lan (Helen) and Tsuda Umeko, both pioneers in the education of women in Korea and Japan respectively, are significant figures in the history of educational thought.
If we compare Oo-wol's (又月 金活蘭, 1899∼1970) background and development with that of Tsuda Umeko (津田梅子. 1864∼1917), we see that Oo-wol was born thirty six years later than Umeko, but lived nineteen years longer. Umeko lived in the middle of a prosperous period of Japan while, on the other hand, Oo-wol lived amid the ruins of a nation under Japanese imperialism, suffering many hardships, and later, after the liberation in 1945, shared the birth pangs of a country newly reborn. We can not help but note the severity of the ordeals that she must have experienced.
If we look in upon their home life, Tsuda Umeko, the second of two daughters in a family headed by a father who was a minor official and foreign interpreter of the Shogun government and an advocater of a progressive and enlightened ideology, was raised as a member of the Methodist Church. Oo-wol, the youngest daughter in a family of three boys and five girls, one brother being younger than herself, was also a Methodist, having been converted from Shamanism. Her mother was a brave and deeply religious woman from whom she received much affection and sympathy. Her father engaged in a liberal profession and kept the family in destitution.
Both women experienced economic difficulties at home, yet had either a very understanding mother or father and were both Christians in the Methodist Church.
If we compare the formative process of their educational thought from the point of view of their formal schooling, Umeko spent fourteen years in the United States, receiving her elementary, secondary and higher education there, majoring in biology in college. Oo-wol, however, studied at Ewha, a private mission school, and later majored in pedagogy for four years in the United States and finally earned a doctorate. Although Umeko studied far longer in America, she forgot her native japanese language, whereas Oo-wol retained her nastery of Korean and became fluent in Engligh as well. She was the first Korean woman to receive a doctorate in philosophy.
If we look at their experience as educaters, Umeko, at an age of more than eighteen, was a private tutor to the family of Ito Hirobumis and a teacher at Toyo Girls' Private School for four years, after which she went on to establish Royal Girls' School, where she remained for fifteem years as a teacher. In 1900 she founded yet another school named an English Private School and for the following seventeen years kept close ties with it. Umeko spent a total of thirty-six years in the field of education.
Oo-wol returned to her alma mater, Ewha Private School, and served as a teacher there sometime after her twenty-first birthday. In 1958 she was honored for forty years of continuous service to the school, and ten years later, in 1968, the fiftieth anniversary of her profession as a educater was commemorated, bringing her career as a teacher to a total of fifty-two years.
Both Umeko and Oo-wol worked as teachers from an early age, but Oo-wol lived nieteen years longer than Umeko and thus gave sixteen years more of continuous service than the latter was able to.
In comparing their educational doctrines and viewpoints, we can first look at a piece of writing by Umeko entitled "The Essence of Open Schooling" (1900) in which she presents what may be called the Declaration of Independence for women as human beings. She stressed the need for an ample humanistic education for every woman that would not be limited in scope or to any particular field, an education that would ensure enough professional competence to enable women to become economically independent, the education of feminine women, the training of humble and capable women leaders, the instilling of the American spirit in the minds of Japanese women, the ability to distinguish between value and nonvalue, and a sense of true freedom.
In addition to faith, gratitude and service which Oo-wol expressed in her farewell address as president of Ewha Women's University, her value system was plainly evident in such ideals as justice, truth, courage, industry integrity and the good use of opportunity. She possessed a Christian view of Korean women's education and emphasized a careful program along with vigorous practice. Her recognition of the improtance of rural education was manifested in her doctoral thesis entitled "Rural Education for the Regeneration of Korea" (1931). Oo-wol spoke of people becoming human beings who create environment and who aim for and attain the highest good. The title of her favorite hymn "Towards the High Heaven" seems to support this.
In comparison, Umeko and Oo-wol, as pioneers in the education of women, were both conscious of a strong sense of the equality of the sexes through school education. The Christian spirit as the core of Umeko's and Oo-wol's educational criteria is one point of common ground and the emphasis of truthfulness and its practice is another. They differ though in that Umeko stressed the American spirit while Oo-wol insisted upon being a woman of Korea as well as a firm Christian.
To mention some of their actual educational activity, Umeko established a girls' English school, while Oo-wol realized her aims of women's education and equality through the administration of Ewha Women's University. Through the organization of the YWCA in 1922, she initiated an evangelical movement and embarked upon a program for the enligh tenment of women. In 1959, through the formation of the Women's Consulation League, she made efforts at forming women's associations and in expanding women's movements and activities. she also made contributions toward international cooperation and education by her attendance at numerous international conferences.
Both women strove for equality of the sexes through school education. Umeko devoted herself to the enterprise of formal schooling all throughout her life, whereas Oo-wol strove to contribute to education in society as well as to that in the classroom.
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