韓國比較敎育學의 課題와 展望

Abstract

We can divide the development of comparative education in largely into three periods. In the first period, 1945 to 1953, individual studies were done. The second period, 1953 to 1968, saw the opening of lectures on comparative education in colleges. And the third period, from 1968 till now, witnessed the foundation of the Korean Comparative Education Society, and studies after that. The third one is characterized by active progress of collective and systematic studies centered around the Society as well as individual studies and lectures on comparative education in colleges. When we survey the published articles, there are papers about foreign education; such as the kinds and systems of West German schools or the cultural background of Japanese education Also there are comparative studies, for example, a comparative study on Platon and Deweys educational philosophies, and comparative studies on two geographically different areas such as the Hwarang-Do (Literally, Way of Man Flower) of Shilla Dynasty and medieval chivalry in the Occident. And there are also comparative studies which deal with many countries like a study on educational development in Asian area and that of Korea and analyses on aims of elementaty school education in Asian area. On the other hand, there are some tranaslations of book on comparative education. They are The Soviet Education Today by Diana Levin, Education, Manpower and Economic Growth by F. Harbison and C. Myers, The Edμcation of Nations by Robert Ulich, Education, Economy and Society by A.H. Halsey and Learning to be: The world <Jf edαcation tod.αy and tomorrow by Edgar Faure and others. Their translators are Kim Young-Ki, Kim Jong-Cheul, Yoo Hyoung-Jin, Lee Kyue-Whan, Oh Ki-Hyung and Kim Hyoun-Ja (Mrs. Oh). The papers and theses can be grouped into three kinds of patterns. The first kind includes introductions and inspection reports. The book, Comparative Education has been published by several authors and other educational inspection reports are also being issued. The reports belonging to the second kind are on the comparison of educational reformation. They are American Education αnd Soviet Education by Y00 Hyoung-Jin, Korean Education in World Viewpoints by Kim Jong-Cheul, A Comparative Study on Educational Reformation in West Germany and Sweden by Lee Kye-Whan, Trends in Educational: Reformation of the World by Yoo In-Jong. The third is about comparison of educational philosophy. They are The Educational View of Koreaηs by Park Joon-Hee, Comparative Study of Educational Study by 1m, Han-Young, The Structure of Korean Educational Philosophy by Hahn Ki-Un. The last one is a study comparing Korean educational philosohpy with those of China and Japan. Its major contribution is arrangement by comparison of 'mutt(멋)' - 'in(仁)' '-' iki(いき) in view of educational ideals, of 'sunbi'(선비) - kunja(君子)-samurai(さむらい) in educational image of man, and cham(참 : truth, faithfulness, fullness, preseverence)-kyuk-mul-chi-ji(格物致知)-sitsuke(しつけ)' in view of educative process. Finally the author pointsout the following six points as the tasks of the Korean Comparative Education Society. 1. Publication of society magazines 2. Publication of books on comparative education 3. Expansion, classification and specialization of study fields and subjects 4. Research activities of the society 5. Establishment of an institute for comparative education 6. Intensification of relation with international organization of comparative eeducation.