英國 Public School에 대한 考察

다국어 초록 (Multilingual Abstract)

The responses of the English people toward the English "public school" can be divided into two groups, affirmative and negative. Generally those who are conservative and try to maintain the present social structures belong to the affirmative group. They believe that the English public schools have made a great contribution to the formation of the "English gentleman," as it were, an ideal type of man they have in mind. Furthermore, they believe that "the public school" is a great tradition, as well as a symbol of the English people, However, there have been those who evaluate "the public school" affirmatively from the standpoint of pure pedagogy, ignoring the traditions and political ideologies.
Generally those who are progressive and try to reform the present social structures belong to the negative group. They believe that there have been many kinds of inequalities in England, of which, however, the educational inequality is the greatest. The Education Act of 1944 made it possible to put the democratic slogan "Secondary Education for All" into effect, having established the partite system of secondary schools (grammar school, technical schools and modern school). It is true that the equality of educational opportunity has been realized to a certain degree through the enforcement of the Act so far as management of the public school is concerned. However, in England there have existed outstanding private independent schools called generally "public school", which admit mostly the upper class children for entrance, excluding excellent children of poor class. This fact clearly proves that the idea of equal educational opportunity has not been fully accomplished in England. A number of critics such as R. H. Tawney, Nichlas Hans, and Edmund King reproved severely the existence of "public schools" on the ground that they have helped in the maintenance of the existence of "public schools" on the ground that they have helped in the maintenance of the existing social class structure and the monopoly of social privileges by the upper class.
Since the establishment of the Labour Party Government in 1964, there has been much discussion with regard to the integration of "public schools" into the national schools system. Even those who regard " the public school" highly worry about whether it will be possible to continue its management unless it receives financial help from the Government. Those who criticize "the public school" insist that it sill be abolished or integrated into the national educational system, partly because its existence is detrimental to the realization of a democratic system of education and partly because the weakening of its financial power makes it hard to manage owing to the gradual equalization of living standards. However, there will be many difficulties ahead before the achievement of the democratic unified school system through the integration of "public schools" into the national system of education will be possible, because of political, social, and cultural factors imbedded in the English Society.

목차 (Table of Contents)

• 一. 序論
• 二. Public School의 歷史的 背景
• 1. Public School이라는 名稱
• 2. Public School의 發達
• 三. Public School의 改革家들
• 1. Thomas Arnold
• 2. Edward Thring
• 3. F.W.Sanderson
• 四. Public School에 대한 反應
• 五. 結論
• 英文要約