본 논문은 1930년대 일본으로 유학을 간 조선인들의 유학형태와 유학이후의 진로에 대해서 살펴보고자 했다. 이 논문을 통해 장기간 지속된 식민지 통치시기에 왜 유학이라는 형태를 선택했으며 그것을 통해 어떤 삶을 이루고자 했는지 고찰하려 시도했고 1930년대라는 시간성에 주목하여 유학생들의 전반적인 상황을 살펴보려 했다.
조선사회는 전반적인 교육상황이 열악했기 때문에 근대 지식 엘리트가 부족했던 상황이었다. 이런 상황에서 유학을 통해 근대학문과 지식을 배운 유학생들은 모든 분야에서 매우 두드러진 존재였다. 유학생들은 조선사회...
본 논문은 1930년대 일본으로 유학을 간 조선인들의 유학형태와 유학이후의 진로에 대해서 살펴보고자 했다. 이 논문을 통해 장기간 지속된 식민지 통치시기에 왜 유학이라는 형태를 선택했으며 그것을 통해 어떤 삶을 이루고자 했는지 고찰하려 시도했고 1930년대라는 시간성에 주목하여 유학생들의 전반적인 상황을 살펴보려 했다.
조선사회는 전반적인 교육상황이 열악했기 때문에 근대 지식 엘리트가 부족했던 상황이었다. 이런 상황에서 유학을 통해 근대학문과 지식을 배운 유학생들은 모든 분야에서 매우 두드러진 존재였다. 유학생들은 조선사회에 근대학문, 사상, 문화를 선도적으로 소개함은 물론이고, 각종 교육기구, 경제조직, 정치, 사회단체에서 핵심을 담당하였다. 하지만 이들은 식민통치에 적극적으로 협력한 세력이기도 했다.
이렇게 이중적인 모습을 가진 유학생이라는 존재가 본격적으로 등장하는 1930년대였다. 이들은 이전 세대와 다른 토대위에서 성장한 새로운 세대였다. 이들은 조선이라는 국가가 없어진 상황에서 태어났으며 일본 식민지 통치가 구축된 기반위에서 교육을 받은 첫 세대였다. 이들에게선 조국의 모습보단 식민통치하에 지배받는 신민으로서 모습이 익숙한 상황이었고 이는 새로운 세계관을 형성하는 상황을 만들었다. 이들은 앞 세대가 가지고 있는 민족의식과 적극적인 사회개조 의식보단 개인의 삶에 천착하는 모습을 가지고 있었고 식민지 사회에 진출하는 데에 거부감 없는 존재들이었다.
이런 개인의식이 충만한 상황에서 유학의 목적 또한 개인적인 선택이 강하게 작용했다. 자신이 살고 있는 조선사회의 변화나 개혁보단 좀 더 나은 삶의 방향을 찾기 위한 방법과 새로운 일거리를 찾기 위한 것으로 유학을 선택했으며 중등학교부터 이른 유학을 가기 시작했다. 이렇게 일찍부터 유학을 떠난 것은 일본의 고등교육기관에 좀 더 수월하게 진학하기 위함이기도 했다. 많은 수의 유학생들이 선택하는 진로는 지사적이거나 이상적인 아닌 현실적인 문제에 천착되었고 개별의 목적의식이 더 중요한 선택의 근거였다.
이전 시기에 보였던 유학의 거창한 목적들은 사라졌고 특히 대공황 이후로 경제가 급속하게 침체되고 현실적인 어려움이 닥치기 시작하자 진로선택은 경제적 실질 문제를 타파하기 위한 현실적인 요인이 강해지기 시작했다. 결국 이런 개인화된 유학 선택은 고등문관시험을 통해 관료가 되는 모습을 낳게 되었고 많은 조선들인 들은 이것을 일반화된 진로로 인식하기 시작했다. 조선에 출세주의라는 개인의 욕망에 충실한 인물들이 본격적으로 등장하기 시작하고 사회적 현상이 형성 된 것이다.
본 논문은 1930년대 일본으로 유학을 간 조선인들의 유학형태와 유학이후의 진로에 대해서 살펴보고자 했다. 이 논문을 통해 장기간 지속된 식민지 통치시기에 왜 유학이라는 형태를 선택했으며 그것을 통해 어떤 삶을 이루고자 했는지 고찰하려 시도했고 1930년대라는 시간성에 주목하여 유학생들의 전반적인 상황을 살펴보려 했다.
조선사회는 전반적인 교육상황이 열악했기 때문에 근대 지식 엘리트가 부족했던 상황이었다. 이런 상황에서 유학을 통해 근대학문과 지식을 배운 유학생들은 모든 분야에서 매우 두드러진 존재였다. 유학생들은 조선사회에 근대학문, 사상, 문화를 선도적으로 소개함은 물론이고, 각종 교육기구, 경제조직, 정치, 사회단체에서 핵심을 담당하였다. 하지만 이들은 식민통치에 적극적으로 협력한 세력이기도 했다.
이렇게 이중적인 모습을 가진 유학생이라는 존재가 본격적으로 등장하는 1930년대였다. 이들은 이전 세대와 다른 토대위에서 성장한 새로운 세대였다. 이들은 조선이라는 국가가 없어진 상황에서 태어났으며 일본 식민지 통치가 구축된 기반위에서 교육을 받은 첫 세대였다. 이들에게선 조국의 모습보단 식민통치하에 지배받는 신민으로서 모습이 익숙한 상황이었고 이는 새로운 세계관을 형성하는 상황을 만들었다. 이들은 앞 세대가 가지고 있는 민족의식과 적극적인 사회개조 의식보단 개인의 삶에 천착하는 모습을 가지고 있었고 식민지 사회에 진출하는 데에 거부감 없는 존재들이었다.
이런 개인의식이 충만한 상황에서 유학의 목적 또한 개인적인 선택이 강하게 작용했다. 자신이 살고 있는 조선사회의 변화나 개혁보단 좀 더 나은 삶의 방향을 찾기 위한 방법과 새로운 일거리를 찾기 위한 것으로 유학을 선택했으며 중등학교부터 이른 유학을 가기 시작했다. 이렇게 일찍부터 유학을 떠난 것은 일본의 고등교육기관에 좀 더 수월하게 진학하기 위함이기도 했다. 많은 수의 유학생들이 선택하는 진로는 지사적이거나 이상적인 아닌 현실적인 문제에 천착되었고 개별의 목적의식이 더 중요한 선택의 근거였다.
이전 시기에 보였던 유학의 거창한 목적들은 사라졌고 특히 대공황 이후로 경제가 급속하게 침체되고 현실적인 어려움이 닥치기 시작하자 진로선택은 경제적 실질 문제를 타파하기 위한 현실적인 요인이 강해지기 시작했다. 결국 이런 개인화된 유학 선택은 고등문관시험을 통해 관료가 되는 모습을 낳게 되었고 많은 조선들인 들은 이것을 일반화된 진로로 인식하기 시작했다. 조선에 출세주의라는 개인의 욕망에 충실한 인물들이 본격적으로 등장하기 시작하고 사회적 현상이 형성 된 것이다.
The paper aims to examine the types of Koreans who went to Japan in the 1930s and the course of their career after studying abroad. They tried to examine why they chose the form of studying abroad during the long-standing colonial period and what life they wanted to achieve through it, and to pay at...
The paper aims to examine the types of Koreans who went to Japan in the 1930s and the course of their career after studying abroad. They tried to examine why they chose the form of studying abroad during the long-standing colonial period and what life they wanted to achieve through it, and to pay attention to the time limit of the 30s. This aspect of studying abroad was noted for the following reasons.
In a colonial society where modern knowledge elites were lacking because education was relatively poor inside the colonies, the students who learned modern literature and knowledge through Japanese studies were very prominent in all fields. Not only did he introduce modern university literature, ideas, and culture, but he also played a key role in various educational institutions, economic organizations, politics, and social organizations. As the main body of social and national movements, foreign students showed a lot of prominence, so paying attention to their substance and activities was natural in setting up research topics. It is considered a very significant task to look at the appearance of colonial society through them and a fundamental task to create a flow and regulation.
One of the reasons for his attention was that he exerted a wide range of influence even after the liberation of the Japanese colonial rule until the 1950s. They left their legacy in almost every part of Korean society on a different level from the liberation of the colonial rule. In order to understand the various legacies of the colonial society and the development of modern Korean history, it is essential to understand Japanese students who were the key elite groups that led modern and contemporary Korean society. To understand this, it is very important to take a basic look at the intellectual groups of students who were formed in the 1930s, and under what circumstances they chose to study and study abroad, I think it will be an important gauge.
The 1930s are a time of special attention. If we divide these into three parts, the first is that the 1930s was actually a time when the Japanese studies, which began in the 19th century, settled in Korean society. By the 1920s, about 3,000 foreign students went to Japan every year, and by 1930, the number increased to 5,000. By the late 1930s, more than 10,000 foreign students had moved to Japan and had a very big increase. The number of students studying abroad has increased significantly from secondary education courses. As Japan's studying abroad has become a part of the establishment of advanced education programs, it has begun to popularize the subject of studying in Japan. Second, the students who went to Japan in the 1930s were the generation who played a central role in various fields of Korean society until after the liberation of Korea. The students who went to Japan to study in the 1930s were the generation born after the annexation of Korea and active until the end of liberation, and they were the largest group of students under the colonial rule. In order to understand the formation of Korea's modern elite group, a review of the composition and character of Japanese students studying in the 1930s is essential. Third, in the 1930s, students who went to Japan were forced to colonize the entire development process, and they had no choice but to enter the society amid the Japanese colonial rule, so looking at the perception of reality and the identity of the group is important in that they understand the characteristics of the colonial intellectual elite.
The study of foreign students who went to Japan in the 1930s is not yet well-accumulated. While studies of foreign students who went to Japan during the colonial period began early on, the 1930s were only partially covered, mostly during the 1920s. In previous studies, no basic review was organized to understand the students who went to Japan in the 1930s. In a variety of ways, the students who were the subjects of accepting modern knowledge and groups trying to overcome the colonial regime were being reconstructed through the rich data of the time, but research on when they left intensively for each period was very lacking. First of all, we need to study the background of the increase of studying abroad to Japan, the study field to study abroad, and the social advancement of the students who went to Japan in the 1930s.
It described the overall situation of students who went to Japan until the 1920s. The premise is that studying abroad to Japan in the 1930s is based on studying abroad in the 1920s, not on a new look. It will deal with the growing number of students studying abroad through the revision of the Education Act and the policy changes of the Governor-General of Korea of Government Administration in the 1920s. Through this, the government intends to analyze the relationship between institutional changes and the increase of students studying abroad, while preparing the basis for the increasing number of students studying abroad in the 1930s by identifying the characteristics of studying abroad during this period.
And we track the type of study abroad in the 1930s. It deals with the expansion of secondary and higher education within the Chosun under the influence of the already changing system of the 1920s on students studying abroad, and discusses why such a slow expansion would trigger more students and even lead them to choose to study in secondary education. In addition to these institutional changes, we study the causes of social study and explore how the change has increased dramatically in the 1930s.
Finally, we want to find out how the thinking and real-life awareness of foreign students in the 1930s affected their activities after they returned home. We are going to analyze how Koreans born and raised under colonial rule differ from previous generations, and consider how they relate to choosing to study abroad. They will then return to their hometowns or work in Japan to see what areas they are advancing into and track down what changes have taken place.
The reason why and why they chose to study abroad was that the educational institutions were not faithful. Under these circumstances, Koreans chose to study abroad in Japan. Japan, which had more secondary education institutions than Choseon, was in a better situation, was a good choice. A number of students have begun leaving for Japan to study as it became easier to go to Japan for study as the educational system was revised and the school system was abolished. Early on, he left for higher education, but more and more students began to study abroad at an early age. This was caused by a lack of secondary education institutions and an excess of capacity in Choseon, which were not fundamentally improved until the end of the colonial rule.
The reason why he chose secondary school was to go to higher education institutes more easily. In order to enter Imperial College, they had to go to government high schools, which were much easier than students studying in Joseon, as it was advantageous to enter secondary schools in Japan and learn related subjects even in examinations. Starting from secondary schools, which were caused by the failure of educational institutions in this way, the study brought a lot of cognitive changes to the colonized Choseon people. With the establishment of Japanese education through long-term rule, the choice of studying abroad began to narrow down to individual self-realization or practical problems, and grand objectives began to disappear. This personalisation problem has become serious since the Great Depression and the choice of career paths has become more realistic. In the end, the individualized reason for studying abroad and choice were commonized as high-ranking civil servants symbolized by the higher-level civil service exam. Despite the liberation of the Japanese colonial elite, they have been seeking stability within a given regime rather than innovating quite a bit. The origin of conservatism in Korean society is that it begins in the 1930s when education elites went abroad to study and received modern education.
The paper aims to examine the types of Koreans who went to Japan in the 1930s and the course of their career after studying abroad. They tried to examine why they chose the form of studying abroad during the long-standing colonial period and what life they wanted to achieve through it, and to pay attention to the time limit of the 30s. This aspect of studying abroad was noted for the following reasons.
In a colonial society where modern knowledge elites were lacking because education was relatively poor inside the colonies, the students who learned modern literature and knowledge through Japanese studies were very prominent in all fields. Not only did he introduce modern university literature, ideas, and culture, but he also played a key role in various educational institutions, economic organizations, politics, and social organizations. As the main body of social and national movements, foreign students showed a lot of prominence, so paying attention to their substance and activities was natural in setting up research topics. It is considered a very significant task to look at the appearance of colonial society through them and a fundamental task to create a flow and regulation.
One of the reasons for his attention was that he exerted a wide range of influence even after the liberation of the Japanese colonial rule until the 1950s. They left their legacy in almost every part of Korean society on a different level from the liberation of the colonial rule. In order to understand the various legacies of the colonial society and the development of modern Korean history, it is essential to understand Japanese students who were the key elite groups that led modern and contemporary Korean society. To understand this, it is very important to take a basic look at the intellectual groups of students who were formed in the 1930s, and under what circumstances they chose to study and study abroad, I think it will be an important gauge.
The 1930s are a time of special attention. If we divide these into three parts, the first is that the 1930s was actually a time when the Japanese studies, which began in the 19th century, settled in Korean society. By the 1920s, about 3,000 foreign students went to Japan every year, and by 1930, the number increased to 5,000. By the late 1930s, more than 10,000 foreign students had moved to Japan and had a very big increase. The number of students studying abroad has increased significantly from secondary education courses. As Japan's studying abroad has become a part of the establishment of advanced education programs, it has begun to popularize the subject of studying in Japan. Second, the students who went to Japan in the 1930s were the generation who played a central role in various fields of Korean society until after the liberation of Korea. The students who went to Japan to study in the 1930s were the generation born after the annexation of Korea and active until the end of liberation, and they were the largest group of students under the colonial rule. In order to understand the formation of Korea's modern elite group, a review of the composition and character of Japanese students studying in the 1930s is essential. Third, in the 1930s, students who went to Japan were forced to colonize the entire development process, and they had no choice but to enter the society amid the Japanese colonial rule, so looking at the perception of reality and the identity of the group is important in that they understand the characteristics of the colonial intellectual elite.
The study of foreign students who went to Japan in the 1930s is not yet well-accumulated. While studies of foreign students who went to Japan during the colonial period began early on, the 1930s were only partially covered, mostly during the 1920s. In previous studies, no basic review was organized to understand the students who went to Japan in the 1930s. In a variety of ways, the students who were the subjects of accepting modern knowledge and groups trying to overcome the colonial regime were being reconstructed through the rich data of the time, but research on when they left intensively for each period was very lacking. First of all, we need to study the background of the increase of studying abroad to Japan, the study field to study abroad, and the social advancement of the students who went to Japan in the 1930s.
It described the overall situation of students who went to Japan until the 1920s. The premise is that studying abroad to Japan in the 1930s is based on studying abroad in the 1920s, not on a new look. It will deal with the growing number of students studying abroad through the revision of the Education Act and the policy changes of the Governor-General of Korea of Government Administration in the 1920s. Through this, the government intends to analyze the relationship between institutional changes and the increase of students studying abroad, while preparing the basis for the increasing number of students studying abroad in the 1930s by identifying the characteristics of studying abroad during this period.
And we track the type of study abroad in the 1930s. It deals with the expansion of secondary and higher education within the Chosun under the influence of the already changing system of the 1920s on students studying abroad, and discusses why such a slow expansion would trigger more students and even lead them to choose to study in secondary education. In addition to these institutional changes, we study the causes of social study and explore how the change has increased dramatically in the 1930s.
Finally, we want to find out how the thinking and real-life awareness of foreign students in the 1930s affected their activities after they returned home. We are going to analyze how Koreans born and raised under colonial rule differ from previous generations, and consider how they relate to choosing to study abroad. They will then return to their hometowns or work in Japan to see what areas they are advancing into and track down what changes have taken place.
The reason why and why they chose to study abroad was that the educational institutions were not faithful. Under these circumstances, Koreans chose to study abroad in Japan. Japan, which had more secondary education institutions than Choseon, was in a better situation, was a good choice. A number of students have begun leaving for Japan to study as it became easier to go to Japan for study as the educational system was revised and the school system was abolished. Early on, he left for higher education, but more and more students began to study abroad at an early age. This was caused by a lack of secondary education institutions and an excess of capacity in Choseon, which were not fundamentally improved until the end of the colonial rule.
The reason why he chose secondary school was to go to higher education institutes more easily. In order to enter Imperial College, they had to go to government high schools, which were much easier than students studying in Joseon, as it was advantageous to enter secondary schools in Japan and learn related subjects even in examinations. Starting from secondary schools, which were caused by the failure of educational institutions in this way, the study brought a lot of cognitive changes to the colonized Choseon people. With the establishment of Japanese education through long-term rule, the choice of studying abroad began to narrow down to individual self-realization or practical problems, and grand objectives began to disappear. This personalisation problem has become serious since the Great Depression and the choice of career paths has become more realistic. In the end, the individualized reason for studying abroad and choice were commonized as high-ranking civil servants symbolized by the higher-level civil service exam. Despite the liberation of the Japanese colonial elite, they have been seeking stability within a given regime rather than innovating quite a bit. The origin of conservatism in Korean society is that it begins in the 1930s when education elites went abroad to study and received modern education.
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#일본유학 1930년대 조선인 유학생 중등교육 고등교육 총독부 교육령 고등지식인 전문학교 대학교 제국대학 고등문관시험 보통문관시험
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