미국의 필리핀에 대한 식민교육 정책의 성격
American Educational Policies toward the Philippines under the American Rule
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미국의 경우, 필리핀 지배초기에 식민지 교육영역의 정책은 식민지의 지역적·종교적 차이에 따라 특수성을 보이며 차별화된 정책을 운영하게 된다. 식민지 현장에서의 정책운영은 크게 보아 2가지 요소가 작용하였다. 하나는, 그 지역이 군사적 정복을 통해 평정된(pacified) 지역인가 혹은 평정되지 못한 지역인가 하는 문제에 연결되어 있었다. 다른 하나는, 전자에 연동되는 것이지만 종교적으로 기독교 세력권(Christian Sphere)인가 혹은 비기독교 세력권(Non-Christian Sphere)인가의 문제와 연계되었던 것이다. 간단히 표현하면, 식민지를 향한 일반적인 교육목적은 동일한 가치와 이념이 적용되었지만 지역과 종교적 차이에 근거하여 차별화된 정책을 운영해야만 했다는 점을 강조하고자 한다. 식민지의 이런 구도와 연계하여 이 연구의 목적은 비기독교계 종족(Non-Christian Tribes)을 대상으로 하여 어떤 차별화되고 특징적인 교육정책을 중심적으로 운영했었는가에 대한 답을 찾아보려는 것이다. 이런 주제와 부합하여 이 글에서의 대상 시기와 범주를 보면, 일단 시기는 필리핀의 식민화가 시작된 1898년부터 식민통치에 있어 가장 큰 전환점으로 등장하는 1935년 독립과도정부의 성립까지를 살피고자 한다. 과도정부 수립 이후에는 철저하게 필리핀인들에 의한 자치 실행이 확고해 졌기에 미국 당국의 정책으로 보기에는 한계가 있기 때문이다. 대상 범주는 중점적으로 비기독교계 종족들의 세력권으로 접근한다. 즉 필리핀 남부 민다나오(Mindanao) 지역의 무슬림 지역, 루손(Luzon) 지역 북부의 산악지방에 위치한 종족(Hill Tribes), 그리고 필리핀 내 대표적인 외국인들인 중국인 등을 대상으로 살펴나간다.
Abstract
As far as America was concerned, the American educational policy in the beginning period of colonial time for the Philippines under the rule of America was established and operated based on the regional and religious differences. From the viewpoint of educational policy, there were roughly two factors affecting the policy operation in the colonial educational field. One was related to whether or not the region was conquered and pacified by military forces. The other was concerned with the problem of whether the region was Christian Sphere or Non-Christian Sphere. In brief, the general educational purpose for the Philippines was established on the ground of the same value, ideas, and philosophy. However, it was operated on the basis of distinctive regional and religious differences. The purpose of the study is to find out the distinctive characteristics of the early American colonial educational policy settled and run for Non-Christian Tribes in the Philippines in the context of the framework mentioned above. The period of investigation for this research is from 1898 at which American control started to the year of 1935 at which the independent transitional government(Commonwealth Government) was grounded and established and which became the turning point of Philippine colonial history. The limit for the investigation period is important because after the establishment of independent transitional government, the educational policy for the Philippines seems to be their own policy, not by the American policy any more. This research focuses on the educational policy for the Non-Christian tribes, minority ethnic groups spread here and there in the Philippines, especially Muslim tribes in the island of Mindanao, Hill tribes in the northern mountain area of Luzon, and Chinese, the most representative of foreign tribes in that times in the Philippines.
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