著者

金 龍燮

出版者

九州大学

雑誌

大学院教育学研究紀要 (ISSN:13451677)

巻号頁・発行日

vol.2, pp.203-215, 1999

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In Japanese ex-colonial Korea there were three kinds of "special education"; a) Christianity influenced special education, b)colonial authoritised special education, and c)nonformal type special education of divination for the blinds. In this study, it was tried to discover the factors related to the above 3 types of special education. It includes the selection of important and meaningful factors which were seen before and after the second world war in Korea. Special politics in Japanese ex-colony, special education movement in social conditions, and efforts of the persons directly related to the special education were studied. So, it clearly recognised and evidenced the special education policies for the disabled in Japanese ex-colony authority. In spite of lack of understanding of Korean people or passively negative attitude of the colonial authority persons related to the special education as well as disability as a whole rendered the efforts as much as they could. School for the blind, deaf and dumb in Pyongyang, Korea was initially established in far east as education for the blind, deaf and dumb in conference on August 11~15, 1914 for information exchange related to the special education with an appeal for the importance of special education were the main ideas of the conference. However, association for the blind, deaf and dumb in Korea colonial rules as special conditions could not be overcome but aimed at blind, deaf and dumb of Japanese and Korea; development and extention of cognition, and social improvement for Japanese in Korea and the Korean blind, deaf and dumb. Doo-Sung PARK developed the to-date braille letters used in Korea who was the teacher of the "Moa-bu" (department for the blind, deaf and dumb) in "Saisei-in" (institution for the orphans, blind, deaf and dumb) under the Government-General of Korea during the Japanese ex-colony.

著者

金 龍燮

出版者

九州大学

雑誌

大学院教育学研究紀要 (ISSN:13451677)

巻号頁・発行日

pp.229-242, 1998

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The "Moa-bu" (department for the blind, deaf and dumb) in "Saisei-in" (institution for the orphans, blind, deaf and dumb) under the Government-General of Korea was significant to the process of the establishment of "special education" in Korea. The purpose of this study is to give a clear picture of the facts of "special education" provided by the Government-General of Korea. This is done through examination of the process of founding the Moa-bu in Saisei-in; its development, status and education. At the same time it would reveal some unknown aspects of education under Japanese colonial system. Following major points are discussed in this study: 1. Saisei-in was established in 1911 as a part of Japanese colonial policy. It started with only one department to foster orphans. The Moa-bu was added later on. When founded, one objective of Saisei-in was to provide care for orphans and education for the blind, deaf and dumb. 2. Primarily documents published by the Government-General of Korea were used to unveil the character of this Moa-bu. It became evident that this Moa-bu served basically to provide "special education" and "protection for abnormal children" within the framework of social work. Actually, it appears to served more or less to protect abnormal children rather than making strides in the field of education. 3. The Moa-bu of Saisei-in was the only public institution for the disabled in Korea under Japanese colonial rule. The institution had never been given recognition as a regular school until colonial rule ended in August 1945. 4. The educational purpose of the Moa-bu was to provide general education to the blind, deaf and dumb children and help them to acquire necessary skills for daily living. The period required for graduation was three years for the "Mo-honka" (course for the blind), five years for the "A-honka" (course for the deaf and dumb) and one year for the "Sokusei-ka" (crash course for the blind). No entrance examination was there to evaluate academic ability. 5. The founding objectives in curriculum reflect a great deal of importance placed on the Japanese language and practical education including vocational skills. The purpose of civics and common knowledge education was served through various materials as geography, science and agriculture which were included in the Japanese language lessons. Practice and practical knowledge applications were emphasized in the teaching policy. According to the nature of their handicap, practice to enhance sensory motor functions such as touching and hearing were practised for blind students. For teaching deaf and dumb students, sign language was mainly used with some silent mouthing. These findings to educate the students indicate at aiming to be good and obedient citizens; and the institution helped them to acquire basic skills necessary for leading independent lives. 6. Most students from the Mo-honka were self-employed after graduation as practitioners of acupuncture and massage; and those from the A-honka were engaged in sewing of western, Japanese clothes or agriculture. 7. The students of the Moa-bu (Mo-honka) in Saisei-in were given the license to practice massage, acupuncture, and moxibustion upon graduation without tests. While the students of private schools for the blind, deaf and dumb were required to pass tests to obtain a license. 8. The students enrolled in the Moa-bu were not only Koreans but Japanese also those who were living in Korea, and it was co-educational.

著者

金 龍燮

出版者

九州大学

雑誌

大学院教育学研究紀要 (ISSN:13451677)

巻号頁・発行日

vol.3, pp.191-201, 2000

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This study clarifies the concrete educational activities and achievement of the people with blindness. Inspite of the severe era situation called colony region under the Japan, Doo-Sung PARK did great contribution for the people with blindness by surrounding help, in Korea. The significance in education of the people with blindness were suggested as below: a)The about systematic education for the persons with blindness who were mainly relying on oral instructional education through the Korean Braille called Kunmoseion; b)Awareness and recognition of the persons with blindness m the society; c) Establishment of the educational methods for the persons with blindness. Therefore, it is not too much to say that his activities built up the base for the education of persons with blindness in the today's Korea.