식민치하 인도 ‘종교’대학의 의의와 한계 - 알리가르 무슬림 대학교와 바나라스 힌두 대학교를 중심으로
The Significance and Limits of ‘Religious’ Universities in Colonial India - Aligarh Muslim University and Banaras Hindu University
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남아시아의 칼리지와 대학교 등 서구식 고등교육기관은 정치⋅사상사의 주요 인물뿐 아니라 근대화의 근간(根幹)을 이룬 계층이 성장할수 있는 원동력을 제공하였다. 특히 1857년 영령 인도정부는 처음으로인도에 대학교를 설립하면서 제휴제도를 통해 교육을 통제하려는 의지를 보였는데, 이는 오늘날까지 이어지는 인도교육의 여러 폐해를 불러일으킨 원인 중 하나로 꼽히고 있다. 이를 극복하기 위하여 인도인들은힌두교와 이슬람 두 종교를 설립이념으로 각각 삼았던 바나라스 힌두대학교와 알리가르 무슬림 대학교의 설립을 추구하였다. 두 대학교는설립 시기와 과정이 유사하며 근대적 시민양성과 종교적 가치관 함양이라는 두 개의 이상을 아우른다는 공통점을 가지고 있어 이 논문에서 그 설립 과정과 이념을 비교⋅검토하고자 한다. 또한 식민권력이 근대지식을 생산하고 배분하는 기관들을 제도적으로 장악한 상황에서 두대학교가 협상과 적용, 도입과 저항의 장(場)으로써 어떤 역할을 하였는지 살펴보면서, 두 대학교가 결국 언어와 종교로 인하여 이중의 목표를 이루지 못한 것으로 평가하였다.
Abstract
Institutions of western higher education in India, including colleges and universities, have provided the South Asian subcontinent with major figures in Indian political and social history, as well as a large class of educated persons who have acted as the main force of modernization. However, since 1857 British rule endeavored to control Indian education through the establishment of colonial universities and the affiliation system, which remains a problematic issue even in present day India. Following such changes and challenges, two universities were established by Indians with religious education as a substantial part of their identity. Banaras Hindu University and Aligarh Muslim University share several similarities, such as their dates and processes of establishment, as well as their common goals in the education of a modern as well as religious citizen. In this paper I compare the methods in which the two universities brought together a religious identity and the idea of modern education, as well as the driving ideas and manners in which the universities were established. During a period in which colonial rule had fully assumed power over the institutions of producing and distributing modern knowledge, the two universities suggested a modernity differentiated with the West through a process of negotiation, adaptation, acknowledgement and resistance. However, this struggle to produce a modern “Indian” citizen with a religious identity was stymied due to several reasons, including the role of religion as well as language in their curriculum and education.
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