논문 : 나폴레옹 시대의 교육정책과 제국대학

저작시기 2002.01 |등록일 2003.07.10 파일확장자어도비 PDF (pdf) | 29페이지 | 가격 6,400원
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저자명 : 서정복(Jeong Bok Suh)

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Educational Policies and Universite´ Impe´riale in the Napole´on Period The purpose of this study is to review the conditions in France before Napole´on became emperor and educational policies during his period. Napole´on ordered Fourcroy to make an educational plan 12 times. Fourcroy proposed the incorporated educational system, in which primary and secondary school. Lyce´e and colle`ge were all included and managed in one Universite´ Impe´riale. Therefore the researcher intended to look for the characteristics of French Revolution by examining the background, purpose, and characteristics of the foundation of Universit´e Impe´riale. "Law of May 10. 1806" and "Law of March 17,1808" were analyzed for this paper. The contents are as follows: 1. Introduction, 2. The educational conditions and measures before the Universite´ Impe´riale, 3. The foundation of Universite´ Impe´riale, 4. The characteristics and roles of Universite´ Impe´riale, 5. Conclusion. concerning the educational conditions and measures taken before Universite´ Impe´riale, the state to "law of March 17,1808" after Napole´on became emperor is examined. This paper also deals with Napole´on`s effort to improve education in the nation by restraining colle`ge and encouraging Lyce´e and Ecole spe´ciale. Chapter 3 introudeces `le corps ensignant` organized in the process of founding Universite´ Impe´riale after Napole´on reformed the education system from 1806 to 1808. It deals with `le corps unversitaire` Napole´on made with one spirit and `le corps ensignant` that played a role in establishing the foundation of French public education. The last chapter mentions the characteristics and roles in the aspects of structure and function. In Chapter 4, the researcher classifies Universite´ Impe´riale into structural and functional roles and characteristics. The structure is composed of the 19-step hierarchical posts such as a president working in a pivotal role, and a chief of executive office, financier, head supervisor, rector, professor, principal, teacher. The head supervisors taking charge of education were appointed to designate and supervise professors of Lycee´ in the 10th year of the French Revolution. They played the role of "i`oeil toujours ouvert du gouvernement". Universite´ Impe´riale that seemed to return to the new a bourgeois` noble education was blamed for elite-centered education. However, it also had the positive aspect of a systematic structure and centralized management. They prepared French education tradition by adopting the methods of Jesuites as a mode. In short, Universite´ Impe´riale was different from previous colle`ges with respect to the purpose of foundation, organization, management system, and educational goals. Furthermore many of Universite´ Impe´riale became models of a modern universities in France. As Napole´on`s efforts and renovative spirit continue to affect educational reform, further research will be expected.

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