朝鮮王朝 敎育行政史 硏究 : 太祖成宗代를 中心으로
저자
발행사항
서울 : 檀國大學校, 1977
학위논문사항
학위논문(박사)-- 檀國大學校 大學院 1977
발행연도
1977
작성언어
한국어
주제어
KDC
371.0911
발행국(도시)
서울
형태사항
225p. ; 26cm
소장기관
This study aims at examining the identity of the Korean educational administration in its historical perspective and is chiefly concerned with some fundamental aspects of the educational administration during the early period of the Yi Dynasty. In writing this article, the present writer keeps his mind on the fact that such an inquiry as this will help to overcome and remove the conflicts between our proper culture and foreign ones in carrying out the current educational policy.
As a specific approach to this study, the present writer relies on the following: Firstly, two thousand two hundred and seventy-three data concerning the educational administration derived from various historical materials such as Chosun-Wangjo-Sillok, the authentic chronicles of the Yi Dynasty(especially the parts written in 1392 to 1495 A.D. that is during the period of the fonding king, Taejo to the 9th king, Sung-jong) for its basic material, and Tae-Hak-Ji, Chun-Kwan-Ji, Chun-Kwan-Tongbo, Jung-Bo-Mun-Hon-Biko, Yeon-Ryoshil-Kirok, etc., as its complementary materials. Secondly, the phenomenon of feed-back, with Ira Sharkansky's administrative systems framework as the frame of reference.
The following are obtained as the results of this study.
1. As regards onlook on values: the view on education implied in the fundamental aspects of the educational administration of the Yi Dynasty was that education was essentially the training of men of ability. Next, the view on educational institution was that it was regarded as the best place for the cultivation of man's mind. The administrative laws and ordinances must correspond to Ryong, Gyuk, and Shik out of the traditional Eastern form of law, Yul-Ryong-Gyuk-Shik. And educational administration was supposed to supervise and guide the training of men of ability in agreement with the benefits of the ruling class.
2. As regards to the structures: the harmonious combination of line organization(system), functional organization(system), and staff system was characteristic of the structures of Conversion's Process.
Confucianism and the idea of social status permeated the school system, whose main objective it was to prepare for the state examinations on public funds. And it was also supplemented by the system of private primary education developed on a large scale at that time. The private primary school was then called 'Seo-dang', which literally means a village schoolhouse. It functioned as the substructure of public secondary school and also the 'Sung-Kyun-Kwan', the only national university of that time.
Its curriculum consisted mainly of Chinese classics, and individual's differences were taken in its teaching method. As provincial educational institutes, there were 329 local village schools throughout the country, each of which was in charge of the governor of the respective country.
All of them, in turn, were in charge of the governors of the eight provinces. The instructors of 'local village school' were not paid regular salary, and some of those serving at 'Sung-Kyun-Kwan' held the posts at 'Ui-Jung-Boo', the highest governmental office, and others served as instructors for other educational institutes, such as the schools for royal family or for the children of the ruling class in the capital. There was one local village school' established in each administrative unit (Hyon, Koon, Mok, etc.) and only one instructor was appointed to serve there.
3. Procedures: the special feature of the administrative procedures lied in their four divisions: investigating the principle of policy, decision-making, execution, and feed-back. Unanimous resolution was observed in the decision-making, and the veto right was recognized. The priority of the King was formal in the procedures. The administrators were abundant in experience, had strong propensity for learning, and were modest in behavior.
The general features have shown that the administrator's preference for 'great cause' and their emphasis on formality were conspicuous, and yet there was such a reasonable aspect as recording the individual's grade and his progress of classwork. The discipline in local village school was centered on the memorization, writing, and composition of Chinese classics, and that of the vocational school adopted apprenticeship.
4. Feed-back: as a result of analysing 126 cases detected from 2,273 controlled variables, 48 cases of them have brought about the phenomenon of feed-back in the conversion's process, while the rest, to which the items contrary to the King's authority belong, have not.
5. The point of view of law: Public law was more important than private law. Principle of Legality, "Nemo Iudex Sine Actore Iudex Ne Procedat Ex Officio" and veto right were emphasized also.
In conclusion, the present writer has a firm belief that educational administration must be carried out on the basis of the full understanding of the historical background and in concordance with foreign culture.
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