대한제국기 안동지역 교육공동체의 변화 — 협동학교 설립을 중심으로 (Changes in the Education Community in Andong during the Korean Empire ―Focusing on the establishment of Hyeop-dong School)

서지정보

· 발행기관 : 한국국학진흥원
· 수록지 정보 : 국학연구 / 54호 / 155 ~ 188페이지
· 저자명 : 강윤정

초록

안동지역동유東儒는호계서원훼철후, 꾸준히서원복설을주장하며, 상소와무력투쟁으로저항하였다. 이시기서원은강학공동체이자정치적공론화의중심공간으로기능하였다. 이를추동한것은사학邪學에대응한정학正學 사수였다. 그러나협동학교설립을계기로이들동유사이에는갈등양상이 표면화되었다. 성리학적 세계관이 강했던 안동지역에서 신학교 설립은 간단한 과정이 아니었다. 1차적으로는인식의전환과이를구체화시켜나가는과정이었고, 2차적으로는실제설립과운영에따른교사와재원마련등과같은현실적인 과제들이 산재해 있었다. 안동에서 신학교 설립은 공맹孔孟의 학문이 아닌, ‘사邪’ 혹은‘금수禽獸’로인식되던이질적문명의선택적수용이기도 했다.
안동지역에서1908년이후본격적으로추진된협동학교설립은이를둘러싼논쟁이기도했다. 특히기존강학공동체와지향을지탱하던서원과사우의 재산전환은중요한화두이자논쟁거리가아닐수없었다. 협동학교의설립은 이들의역학구도를보여주는대표적인사례이다. 협동학교설립후진성이씨 문중의보문의숙, 하회의동화학교, 해창송기식의봉양의숙등의설립에는 협동학교 설립이 적지 않은 역할을 하였다.
이는호계서원을중심으로한기존교육공동체의영향력상실이기도했다.
그러나한편으로이러한흐름은이후새로운동력으로작동하였다. 이후만주 망명을 선택한 대다수 유림과 그 후학들은 협동학교와 직접적으로 관련이 있거나, 영향을받은인물이다. 또한1920년대사회운동에참여했던인물들이 신학교를 통해 교육의 주체 및 사회운동의 주체로 성장하였다.

영어초록

After the demolition of Hogye Seowon, the Dongy in Andong region consistently insisted on the restoration of Seowon through the Wijong Cheoksa Movement, the righteous army, the Donghak Peasant Movement, and the beginning of new education, and resisted with appeals and armed struggles. During this period, Seowon served as a teaching community and a central space for political public debate. It was to protect the right discipline in response to other disciplines. However, with the establishment of Hyeop-dong School, a conflict pattern surfaced between these fellows.
In Andong, where the Neo-Confucianism worldview was strong, establishing a seminary was not a simple process. First, it was the process of changing perception and embodying it, and secondly, practical tasks such as preparing other teachers and financial resources were scattered in the actual establishment and operation. In Andong, the establishment of a seminary was not a study of Confucius and Mencius, but also a selective acceptance of a heterogeneous civilization that was recognized as the beasts.
The establishment of a Hyeop-dong School that has been promoted in earnest since 1908 in the Andong area was also a debate over this. In particular, the conversion of the assets of Seowon and Sau, which supported the existing teaching community and orientation, was an important topic and controversial issue. The establishment of a Hyeop-dong School is a representative example of their epidemiological structure. After the establishment of the cooperative school, the establishment of a cooperative school played a significant role in the establishment of Jinseong Lee’s family’s Bomun uisuk, Hahoe’s Donghwa School, and Haechang Song Ki-sik’s Bongyang uisuk.
This was also the loss of influence of the existing educational community centered on Hogye Seowon. However, on the one hand, this trend later served as a new driving force. Since then, most of the Confucian scholars and their descendants who chose to defect to Manchuria have been directly related to or influenced by cooperative schools. In addition, people who participated in social movements in the 1920s have grown into subjects of education and social movements through seminary schools.

참고자료

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