시데하라(幣原坦)의 식민지조선․대만에서의 교육 활동

Abstract

Observations of the characteristics of educational activities focusing on Shidehara’s theory of assimilation education in colonial Korea and Taiwan show that first, Shidehara, who made relevant observations of Korean and Taiwanese education in relation to Western colonies, was confident that colonial education was being conducted more smoothly in Joseon and Taiwan than in the West. This was because he viewed the effects of assimilation education to be advantageous compared to that of the West as the people of Joseon and Taiwan are ‘the same race’ as the people of Japan, sharing the same ethnicity, thoughts, customs, and habits and as the educational methods of the Japanese in dealing with colonial residents were not forceful. Second, both Joseon and Taiwan conducted Japan-oriented education in their actual educational practices and this was prioritized over colonial resident education. Because of this, when Shidehara worked as an undergraduate adviser in Joseon, he viewed the establishment of universities to be unnecessary as school system reform was being conducted in modern education and he placed importance on elementary education and vocational education. After preparations were made for a university establishment in Taiwan and he became president, a colonial university was operated to cultivate people of talent needed for colonization. This signified that Shidehara demanded that the Japanese who gained suzerain state positions in Joseon and Taiwan possess leadership qualities while having the people of Joseon and Taiwan staying in positions of the colonized. Third, Shidehara acted as an executor in the name of culture construction and educational development in Joseon and Taiwan. He spread Japanese culture in Joseon through Japanese language distribution and textbook compilations and in Taiwan, he viewed Taiwan to be fitting for the research and examination of the South Sea needed for Japanese culture propagation. Also, he carried out the mission of building the essence of Japanese culture in Southern regions under the awareness that they have immense value in humanities and natural sciences research. Fourth, the localism of Shidehara states that the colonial situations of Joseon and Taiwan should be taken into consideration and utilized in colonial rule. Comparisons made between the establishment of Taihoku Imperial University and the establishment of Keijo Imperial University to observe common points and differences in the educational policies of the Japanese Empire with regard to the colonization of Joseon and Taiwan will more clearly display the localized educational policies of Shidehara.