Science Education for Girls in Korea, 1886–1910
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The emergence of modern schools marked a significant transformation in women's education in Korea from the late nineteenth to the early twentieth centuries. For Western missionaries, building schools for girls was instrumental in their pursuit of evangelical objectives. The inception of Ewha Haktang (Ewha Girls’ School) in 1886 and Chŏngsin Yŏhakkyo (Chŏngsin Girls’ School) in 1887 aimed to mold Korean women into both devout Christians and adept homemakers. Gradually, the educational scope of mission schools expanded, encompassing a diverse array of scientific subjects, providing opportunities for women to pursue careers beyond the domestic realm. This study delves into the intricate construction of science education from 1886 until 1910 and highlights the pivotal role played by American female missionaries in shaping science as essential knowledge for women within their evangelical framework. Specifically, the article focuses on the development of physiology as a core subject that nurtured students’ interest in learning systematic theories of nature and the human body based on observation. While tracing how physiology became integral to science education for girls, this study argues that American female missionaries were the first to shape the initial encounter with modern science by mediating, translating, and educating physiology for women.
Abstract
The emergence of modern schools marked a significant transformation in women's education in Korea from the late nineteenth to the early twentieth centuries. For Western missionaries, building schools for girls was instrumental in their pursuit of evangelical objectives. The inception of Ewha Haktang (Ewha Girls’ School) in 1886 and Chŏngsin Yŏhakkyo (Chŏngsin Girls’ School) in 1887 aimed to mold Korean women into both devout Christians and adept homemakers. Gradually, the educational scope of mission schools expanded, encompassing a diverse array of scientific subjects, providing opportunities for women to pursue careers beyond the domestic realm. This study delves into the intricate construction of science education from 1886 until 1910 and highlights the pivotal role played by American female missionaries in shaping science as essential knowledge for women within their evangelical framework. Specifically, the article focuses on the development of physiology as a core subject that nurtured students’ interest in learning systematic theories of nature and the human body based on observation. While tracing how physiology became integral to science education for girls, this study argues that American female missionaries were the first to shape the initial encounter with modern science by mediating, translating, and educating physiology for women.
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