1950년대 국민화 담론 연구 ― ‘道義’교육을 중심으로

Abstract

The objective of this paper is to examine the character and a contents of nationalizing discourse in 1950's through Do-ui(moral) education analysis. Do-ui education was a national project to impose common moral disciplines on nation from individual everyday life to national level. A Do-ui education stressed anticommunism, nationalism, and democracy as important ideologies. The national Do-ui textbook included a effort that dealt with anticommunism in the theoretical and rational level, and it gave salience to nationalism which aimed to cultivate patriotic nationalism beyond the passive method of anti-Japan. It was democratic moral that replaced the old national tradition. However, democracy had not the same value with national tradition. It was based on national tradition. The important factor of limitation on democracy was the peculiar way to understand democracy itself. At that time democracy was regarded as emphasizing duties rather than rights and nation rather than individual. In the draft of "main ethnic principle for nation", anticommunism, democracy and nationalism were not combined effectively. This shows that the logic of "main ethnic principle for nation" was very weak. However, the point of notice is the fact itself that the Do-ui Education Committee attempted to establish "the main ethnic principle for nation" which intended to impose common moral disciplines on the whole nation. Because, it is to show a prehistory of nationalistic enlightenment and mobilization after 1960's which is symbolized "the National Charter of Education." The discipline of student life was the main sector of Do-ui education with ideology education. Despite Do-ui education through the discipline of student life stood for voluntary participation and action of students, it was usually practiced with oppressive mobilization and mass training. The discipline of student life was the practical place that embodied the ideology education to make patriotic nation as everyday training and discipline. The research on the actual condition of student life was advanced in order to guide student. The research was asserted as rational student discipline through research on individuality, environment, desire, and aspiration of students. But, the way of student guiding in the reality was orders, control, direction and prohibition. However, the fact which is more important is that student guiding was advanced with the name of 'Do-ui'. It was justification through ethnic that the reason which Do-ui education in 1950's was to be effective device in the discipline of student life. And after the May 16 military coup it was also the establishment of morality that the coup force justified themselves. In this context Do-ui education in 1950's was to build up ethnic base that was possible to regulate violently everyday life and culture of civil society after 1960's.