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In this paper, I discuss that we need to sift the paradigm of the research about social education in Korea when Japan colonized Korea from 1910 to 1945. There is much research about the change of soci...ety, the economical structure, the colonial rule, and the national liberation movement. However there is a lack of research about the social education policy of Korea under Japanese occupation and the actual conditions of people's learning and education in colonized Korea. The purpose of this paper is to make Korean people's movements of learning and education during colonized Korea clear. This research should be done through illuminating the character of social education in colonized Korea by approaching from both the official side and the people's side. Continuous research like this is very important to grope for a new paradigm of social education in colonized Korea, because research about the social education at the time was done one-sided. First, I focus on the activities of learning and education by Korean people in the 1920's. "The 1St of March" represents the independent movement started on the 1St March 1919 after which "the movement of people's education" spread rapidly over the Korean Peninsula. Second, I paid attention to "peasants' night schools" (No-min Yagaku). Most of people who needed education were peasants, who reached over 80% of the population of the Korean Peninsula at that time. I examined the education centrally placed with literacy in "peasants' night schools". I found these learning and teaching activities had varieties and autonomy. All activities about people's education have been considered to be connected to "the movement of resistance to Japan". It is the time to reexamine this paradigm shift.続きを見る
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Mendeley出力
KJ00000051543-00001