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Rise of nationalistic educational po...

Han, Suk Hoon.

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Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era./
Author:	Han, Suk Hoon.
Description:	403 p.
Notes:	Adviser: John E. Craig.
Contained By:	Dissertation Abstracts International60-06A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9934058
ISBN:	0599323787

Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era.
Han, Suk Hoon.

Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era. - 403 p.

Adviser: John E. Craig.

Thesis (Ph.D.)--The University of Chicago, 1999.

Why did the educational systems of Japan and Korea modeled after U.S. education during the post-World War 2 era change into nationalistic ones? Applying four existing historical/sociological methods to an analysis of decision-making of the main actor, the Ministries of Education, I will attempt to study how crucial aspects of modern educational history of Japan and Korea influenced the shaping of the new nationalism in education in the midst of the institutional adaptation of the U.S. education model in these countries. This study is designed to analyze the issue by systematically examining diverse factors that eventually led the main actors to contribute to the rise of nationalistic education, placing this development in the postwar history of adapting a foreign institution to the indigenous environment. By juxtaposing the Japanese case with the Korean one, I hope to examine both similarities and differences in how the two countries responded to an educational model imported from a foreign civilization.

ISBN: 0599323787Subjects--Topical Terms:

599244
Education, History of.

Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era.
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100 1 $a Han, Suk Hoon. $3 1254281
245 1 0 $a Rise of nationalistic educational politics in Japan and Korea in the post-United States occupation era.
300 $a 403 p.
500 $a Adviser: John E. Craig.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1943.
502 $a Thesis (Ph.D.)--The University of Chicago, 1999.
520 $a Why did the educational systems of Japan and Korea modeled after U.S. education during the post-World War 2 era change into nationalistic ones? Applying four existing historical/sociological methods to an analysis of decision-making of the main actor, the Ministries of Education, I will attempt to study how crucial aspects of modern educational history of Japan and Korea influenced the shaping of the new nationalism in education in the midst of the institutional adaptation of the U.S. education model in these countries. This study is designed to analyze the issue by systematically examining diverse factors that eventually led the main actors to contribute to the rise of nationalistic education, placing this development in the postwar history of adapting a foreign institution to the indigenous environment. By juxtaposing the Japanese case with the Korean one, I hope to examine both similarities and differences in how the two countries responded to an educational model imported from a foreign civilization.
520 $a The U.S. occupations in Japan and Korea had produced education systems that were radical departures from their previous ones. The guiding principle of the ‘American educational model’ was democracy for freedom and equality. The model was, therefore, designed to open the gate to educational opportunity for all, which was enthusiastically received by both Japanese and Korean people at the time. The dominant political groups of both countries did not see much benefit from the model's egalitarian goal and thus continued to revise the new systems through the Ministries of Education, which were integral parts of the dominant groups. It turned out that the Ministries were not able to re-reform all parts of the model primarily because of the educational consumers, most of the Japanese and Korean population, who began to appreciate the egalitarian nature of the model. However, the consumers' excessive zeal in formal education ultimately betrayed their ‘educational’ concern for their children and turned the model back to the elitist selection device of an earlier period, which the Ministries had wanted to revive.
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