대한제국기 안동지역 교육공동체의 변화 — 협동학교 설립을 중심으로

Abstract

After the demolition of Hogye Seowon, the Dongy in Andong region consistently insisted on the restoration of Seowon through the Wijong Cheoksa Movement, the righteous army, the Donghak Peasant Movement, and the beginning of new education, and resisted with appeals and armed struggles. During this period, Seowon served as a teaching community and a central space for political public debate. It was to protect the right discipline in response to other disciplines. However, with the establishment of Hyeop-dong School, a conflict pattern surfaced between these fellows. In Andong, where the Neo-Confucianism worldview was strong, establishing a seminary was not a simple process. First, it was the process of changing perception and embodying it, and secondly, practical tasks such as preparing other teachers and financial resources were scattered in the actual establishment and operation. In Andong, the establishment of a seminary was not a study of Confucius and Mencius, but also a selective acceptance of a heterogeneous civilization that was recognized as the beasts. The establishment of a Hyeop-dong School that has been promoted in earnest since 1908 in the Andong area was also a debate over this. In particular, the conversion of the assets of Seowon and Sau, which supported the existing teaching community and orientation, was an important topic and controversial issue. The establishment of a Hyeop-dong School is a representative example of their epidemiological structure. After the establishment of the cooperative school, the establishment of a cooperative school played a significant role in the establishment of Jinseong Lee’s family’s Bomun uisuk, Hahoe’s Donghwa School, and Haechang Song Ki-sik’s Bongyang uisuk. This was also the loss of influence of the existing educational community centered on Hogye Seowon. However, on the one hand, this trend later served as a new driving force. Since then, most of the Confucian scholars and their descendants who chose to defect to Manchuria have been directly related to or influenced by cooperative schools. In addition, people who participated in social movements in the 1920s have grown into subjects of education and social movements through seminary schools.