KCI등재
개화기(1883~1905) 미국 유학생과 민족운동 = Students in the United States and National Movement at the Very Beginning of the Opening(1883~1905)
저자
발행기관
학술지명
권호사항
발행연도
2004
작성언어
-주제어
등재정보
KCI등재
자료형태
학술저널
수록면
39-63(25쪽)
제공처
The Chǒson dynasty suffered from the power competition among three world powers such as China, Japan and Russia during the onset of the opining. The ruling class as well as intellectuals tended to view the United States as a favorable country to protect Korea. Most of them have the friendly viewpoint toward the United States, and it was expected that students would go to the United States in order to secure human resources, material assistant and diplomatic support necessary for modernization, self-strengthening and independence. However, the exchange of the knowledge and human resources under the ‘Shufeldt Treaty' was ruptured since the United States unilaterally broke the Treaty. The number of Korean students in the United States reached only 70 during the opening when the relations between Korea and the United States were not concretely built. A small number of the Korean students stayed in the Untied States compared to the number of Japanese students in America. Nonetheless, the students in the United States have largely influenced on the development of modern and contemporary Korean history. The learners were considerable persons in a sense that they were the ongll1 of sharply increasing students in America immediately after the end of Japanese colonial period when the relations between the United States and Korea started to be more tightened. However, it is hardly difficult to find out any main research concerning collective backgrounds of the students in the United States and the nationalist movement by the students.
Each Korean student in the United States during the opening acknowledged the American society in a basis of his or her own perspective, which rcf1ecrcd his or her political and social strata, religions, motivation of overseas studies and spans of the studies. Furthermore, whether the students had positive or negative viewpoints on the American society determined the direction toward the nationalist movement. Therefore, this paper will deal with collective features of the Korean students in the United States reason for study abroad, political and social background, major career after studies, perception on the United States, and characteristics developed by the students. It focuses on both the first period (1883~1894) and the second period (1895~1905). In examining both periods, it will be revealed how the United States and Korea exchanged knowledge and human resources at the very beginning of the relations between two countries. Also, how the result from the exchange had impact on the Korea history will be coped with. The accomplishment of the research is as follows.
First, the students in the United States were very small in number compared to the Japanese students. However, the students in America disseminated the value of the United States Christianity and democracy, and these cultural elements affected the Korean society after they returned to homeland. If their influence on the Korean society is considered, the students can be said to be a new type of innovative intellectuals leading a new era. As a matter of fact, the Korean students in the United States originally came from the lower class in the Korean society, not from the core ruling groups. However, they did not surrender under their origins. Rather, the students became the “creative minority, properly responding to challenges in a new era and leading the development of the Korean society.
Second, the students in the United States were a type of achievement oriented persons. They were actively receptive of the practical knowledge like foreign languages and international laws after Kabo Reform movement in 1894. The students characterized the best elites who were well educated in the department of Humanitarian or Social Science in the United States university when they went to the United States in their adolescence. Since the students adapted themselves to the value and way of thinking of the United States at that time with the intermediary of Christianity, they were absorbed into the American culture and value. Therefore, the students played the disseminators for Christianity and democracy after coming back to Korea For example, Syngman Rhee shortly dreamed of the Korean style Christianity nation and the establishment of the democratic republican government when studying in the United States. Rhee strove to realize his hope in his presidential tenure. Similarly, majority of students in the United States had in common; such desires and belief to apply Christianity and democracy to its own country can be found among them.
Third, almost all students in the United States except small percent of students like Yu Kiljun in the United States viewed Christianity as a shortcut to liberalize individuals and the nation. They were diversified in a variety of way of reforms or the independence. Yu Kiljun thought that altruistic love in Christianity was incompatible element with the Korean interests. Kim Kyusik criticized the pretended ‘altruism’, pointing out the other side of it, the aspect of invasion to other country. Contrary to Yu Kiljun and Kim Kyusik negative viewpoint on the United States, people including Philip Jaisohn and Syngman Rhce kept their favorable perspectives on the United States, recognizing Christianity as the ‘good therapy’ to rescue individuals and the nation. Accordingly, Syngman Rhee and Philip Jaisohn conceived of the reform or the ideal nation applying the democracy of the United States and Christian nation. In contrary, Yu Kiljun advocated gradually practical reforms based on Dongdosokiron, and Kim Kyllsik unfolded the independence movement and the state building movement through coalition between the leftists and the rightists.
Fourth, the students in the United States have various political spectrums depending on when they returned to Korea and how long they stayed in the United States. Yu Kiljun and Yun Ch'i-ho, returning to Korea after study in America, were inclined to pro Japanese. In other sides, Syngman Rhee and Philip Jaisohn who stayed after study and dedicated themselves to the independence movement strongly took pro American positions. Among people keeping pro Japanese tendency, their inwards were influenced by individual experiences and values; Yun Ch’i-ho by racial discrimination and Yu Kiljun by deferred conversion into Christian. More fundamentally, however, these inclinations reflected the class or actual interest under the Japanese rule.
Fifth, the native class strata of the Korean students in the United States during the opening became diverse as the time went by. The students were persons tightly connected with the core authorities groups. However, origins of students were extended to the lowest class such as kisaeng and merchant after 1896. Thus, it was turned back to the opening after the independence from Japan and reestablishment of the relations between Korea and the United States that was the America studying in the United States in order to raise the social ladder and to move their social position upward.
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