특집 : 박정희 정권의 ‘화랑도(花郞道)’ 교육 - 내용의 연원과 관철의 방식 - (Park Jeong-hi Regime’s Education of ‘Hwa’rang-do(花郞道)’: Origin of the Contents, and Methods of Education)

서지정보

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· 저자명 : 박성현

초록

In the 1970s, the so-called “Way of the Hwa’rang figures” of Shilla(“花郞道”) was significantly emphasized in history education. We can see such examples from a reading material entitled Ordeals and Overcoming produced for middle and high school classes, from an establishment named the “Hwa’rang’s House,” and even from a bronze statue of a Hwa’rang figure mounting a horse. We can see the concept was being heavily promoted at the time. And behind all the promotion of the Shilla Hwa’rang figures, there was an individual named Yi Seon-geun.
Shilla Hwa’rang is actually a subject that could be discussed from any number of angles. Yet in the modern period of Korea, it was usually perceived as a historical figure representing the “Warrior’s code(武士道).” Shin Chae-ho believed it was a concept that had been embedded in the Korean traditions all along.
After the liberation, the aforementioned Yi Seon-geun presented his argument concerning the importance of Hwa’rang-do(花郞道), which was very much of an extension of Shin Chae-ho’s thoughts and point of view. The alleged importance of the Hwa’rang-do concept suggested by Yi Seon-geun helped form the Daehan Youth Corps and the Youth Guards of the nation, as his input was apparently appreciated as an ideological platform. The image of the Hwa’rang figures, which was based upon the idea of warriors’ giving up their lives for the state, justified the government’s mobilization of young boys and its sending of them to battlefields.
From early on, Yi Seon-geun had a relationship with the Park Jeong-hi regime, and even had some influences upon Park’s own historical view. Yi’s theoretical contributions enabled the state to maintain a certain stance. He also had an instrumental role in shaping the Korean history education program of the 1970s. His point of view and perception of history is well reflected in the aforementioned Ordeals and Overcoming. This reading material, particularly the foreword and other chapters reflect the position of the government, but the Hwa’rang-do portion is almost a direct lift from what Yi Seon-geun had said and written on the subject over the years.
Ordeals and Overcoming was distributed to schools until 1978. It had a certain level of influence upon the students. It was included in the 1979 textbook, and continued to affect the students. Later, the Hwa’rang-do section was dropped from textbooks, but while it was in the textbooks, it managed to have an impact upon many. Myself, who received elementary education in the 1980s, would be no exception.

영어초록

In the 1970s, the so-called “Way of the Hwa’rang figures” of Shilla(“花郞道”) was significantly emphasized in history education. We can see such examples from a reading material entitled Ordeals and Overcoming produced for middle and high school classes, from an establishment named the “Hwa’rang’s House,” and even from a bronze statue of a Hwa’rang figure mounting a horse. We can see the concept was being heavily promoted at the time. And behind all the promotion of the Shilla Hwa’rang figures, there was an individual named Yi Seon-geun.
Shilla Hwa’rang is actually a subject that could be discussed from any number of angles. Yet in the modern period of Korea, it was usually perceived as a historical figure representing the “Warrior’s code(武士道).” Shin Chae-ho believed it was a concept that had been embedded in the Korean traditions all along.
After the liberation, the aforementioned Yi Seon-geun presented his argument concerning the importance of Hwa’rang-do(花郞道), which was very much of an extension of Shin Chae-ho’s thoughts and point of view. The alleged importance of the Hwa’rang-do concept suggested by Yi Seon-geun helped form the Daehan Youth Corps and the Youth Guards of the nation, as his input was apparently appreciated as an ideological platform. The image of the Hwa’rang figures, which was based upon the idea of warriors’ giving up their lives for the state, justified the government’s mobilization of young boys and its sending of them to battlefields.
From early on, Yi Seon-geun had a relationship with the Park Jeong-hi regime, and even had some influences upon Park’s own historical view. Yi’s theoretical contributions enabled the state to maintain a certain stance. He also had an instrumental role in shaping the Korean history education program of the 1970s. His point of view and perception of history is well reflected in the aforementioned Ordeals and Overcoming. This reading material, particularly the foreword and other chapters reflect the position of the government, but the Hwa’rang-do portion is almost a direct lift from what Yi Seon-geun had said and written on the subject over the years.
Ordeals and Overcoming was distributed to schools until 1978. It had a certain level of influence upon the students. It was included in the 1979 textbook, and continued to affect the students. Later, the Hwa’rang-do section was dropped from textbooks, but while it was in the textbooks, it managed to have an impact upon many. Myself, who received elementary education in the 1980s, would be no exception.

참고자료

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