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Confucianism, Practicalism, and Pragmatism (1945-1965)

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Confucianism, Practicalism, and Pragmatism (1945-1965) Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1995 The Reconstruction of Educational Theory: Confucianism, Practicalism, and Pragmatism (1945-1965) Kyu Young Park Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Park, Kyu Young, "The Reconstruction of Educational Theory: Confucianism, Practicalism, and Pragmatism (1945-1965)" (1995). Dissertations. 3599. https://ecommons.luc.edu/luc_diss/3599 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1995 Kyu Young Park LOYOLA UNIVERSITY CHICAGO THE RECONSTRUCTION OF EDUCATIONAL THEORY: CONFUCIANISM, PRACTICAL/SM, AND PRAGMATISM (1945-1965) VOLUME I (CHAPTERS 1 TO 3) A DISSERTATION SUMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY KYU YOUNG PARK GERALD L. GUTEK, Ph.D CHICAGO, ILLINOIS JANUARY, 1996 Copyright by Kyu Young Park, 1995 All Rights Reserved 11 ACKNOWLEDGEMENTS I wish to express deep appreciation to my doctoral committee members: Professors Gerald Gutek, John Wozniak, and Philip Carlin for their constant guidance and thoughtful criticism, without which this study would not be possible. I would especially like to express my heartfelt gratitude to Dr. Gerald Gutek, my major advisor, for his enduring support and invaluable guidance with this study. Special thanks go to Dr. Tong Hoon Kim and Mrs. Kum Sook Kim, my parents, for their constant and loving support of my endeavors. Finally, I would like to thank my two daughters, Joyce and Eunice, for their patience and understanding during the duration of this study. 111 ABSTRACT The purpose of this dissertation is to descibe the influence of American Pragmatism in Korea, and assess the significance of that influence on the Korean educational system in the post-World War II era. This study will involve developing a historical perspective on Korean pedogogical theories before the Liberation and a discussion of the introduction of Western education. The dissertation will examine the educational milieu which prompted the advent of pragmatism and its congruence with practicalist thought in the Korean educational system, as opposed to existing confucianist thought. The proposed study will concentrate on the influence and blendings of American Pragmatism and Korean educational theory in Korea's post-World War II educational system. For a historical review and descriptive analysis, the study developed an analytical framework with specifications based on a review of related literature. With a receptive environment, American Pragmatism became easily embedded in Korean educational thought, contributing to the advanced level of scientific and mathematical ability seen in modem-day Korea which made possible the economic "Miracle on the Han River". Behind Korea's modernization is the combined educational system of American Pragmatism and Korea's Confucian and practicalist IV heritage. The main research effort was expended in reviewing both governmental education plans under the influence of American Pragmatism in the post-World War II Korean education era with Korean Practical educational theory. The Korean populace has always displayed an instinctively deep respect for learning, potentially explaining the success of Korea's education. This dissertation will examine the entry and implementation of pragmatist educational thoughts that contributed to Korea's modernization. It will answer the following questions: 1. What were the educational philosophies, pedagogical theories, and educational methods in post-World War II Korean education from 1945 to 1965? 2. What factors contributed to American Pragmatism's influence on Korea's educational system, particularly on basic education, educational method, and curriculum? 3. What has been the educational significance of the merger of American Pragmatism with the more traditional Korean thought? Referring to related literature, the major findings are discussed and conclusions are drawn as follows: 1. Practicalism in Korea was a pragmatic approach to overall fields in politics, economics, history, literature, and natural sciences. v 2. Practicalism was influenced by Western culture, anticipating to modernize Korea by means of educational reforms and changes. 3. Both philosophers, Pragmatism and Practicalism, try to draw truth not from abstract conception, but from the results which coincide with the purpose of human behavior. Finally, recommendations which should be taken in consideration for better future educational planning implementation are described as suggestions for further studies. VI TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................... 111 ABSTRACT.................................................................................................. IV LIST OF TABLES ......................................................................................... viii LIST OF FIGURES ........................................................................................ ix VOLUME I Chapter I. INTRODUCTION............................................................ 1 Chapter II. CHANGES IN THE STRUCTURE OF KOREAN EDUCATION AFTER WORLD WAR!.. .................... 58 Chapter III. THE POTENTIALITIES OF INTEGRATING KOREAN CONFUCIANISM, PRACTICALISM, AND AMERICAN PRAGMATISM........................... 172 VOLUME II Chapter IV. SUGGESTIONS FOR THEORETICAL INTEGRATION IN THE EDU CA TI ON AL PLAN FOE RECONSTRUCTION ........................................ 268 Chapter V. SOME CONTINUING LEGACIES ............................. 314 Chapter VI. SUMMARY AND CONCLUSIONS .......................... 351 BIBLIOGRAPHY ......................................................................................... 382 VITA ............................................................................................................. 399 Vll LIST OF TABLES Table: 1. Enrollments and Faculties of Korean Schools 1945-1947 ............. 71 2. Financial Status of Korean Common Schools............................... 95 3. The Number of Children Enrolled at Elementary Schools ............ 127 4. Time Allotment Table for Elementary School Curriculum ........... 141 5. Effect of War on Number of Classrooms ...................................... 181 6. Goal-Targets of Enrollment, Teachers, and New Classroom Construction for Compulsory Education by Year from 1954-1959 ...................................................................................... 200 7. Members of Schools and Students Between General Academic and Vocational High Schools in 1952 ........................................... 230 8. Number of General Academic High School Graduates and Numbers of College Enrollment at First Year in 1952 .................. 231 9. General Subjects Taught in All Vocational High Schools in 1950 ............................................................................................... 234 Vlll LIST OF FIGURES Figure: Page 1. Organization of the Department of Education South Korea-June 1946............................ .. .. .. .. .. .. .. .. .. .. .. .. .. .. 82 2. Korean Educational System 1945 ................................................. 83 3. Korean Educational System 1946... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 84 IX CHAPTER I INTRODUCTION In the first chapter, the purpose of the study, including orientation to the topic and major problems to be investigated, is described. Following this statement, the national background and educational development of Korea, and the organization of the study are introduced. PURPOSE OF THE STUDY The purpose of this dissertation is to describe the influence of American pragmatism in Korea, and the gauge the significance of that influence on the Korean educational system in the post-World War II era. This study will involve developing a historical perspective on Korean pedagogical theories before the liberation and a discussion of the introduction of Western and international education. The dissertation will examine the educational milieu which prompted the advent of pragmatism and its congruence with practicalist thought in the Korean educational system as opposed to existing Confucianist thought. The previous studies are either of a much earlier period such as Horace Horton Underwood's dissertation, "Outline History of Modern Education in Korea," 1926; Rim, Han Young's dissertation, "Development of Higher Education in Korea During the Japanese Occupation" 1952; Lierop Peter Van's dissertation, "The Development of Schools Under the Korean Mission of the Presbyterian Church of the U.S.A., 1919-1950" 1955. Or, their time is narrower than that of this study such as Donald Kendrick Adam's dissertation, "Education in Korea, 1945-1955," 1956; Kim, Dong Koo's dissertation, "American Influence on Korean 1 2 Educational Thought During the Period of U.S. Military Government, 1945-1948". Others are of a longer time limit than Kim, Jin Eun's dissertation, "An Analysis of the National Planning Process for Educational Development in the Republic of Korea, 1945-1970", 1973
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