동아시아 교육발전모델의 역사적 구조 탐색

The Historical Structure of the East AsianDevelopment Model in Education -The Case of Japan-

본 연구는 소위 동아시아모델의 대표적 국가인 일본의 교육발전과정을 통시적으로 분석함으로써 동아시아교육발전모델에 대해 보다 심층적으로 접근하기 위한 기초를 제공하는 것을 목적으로 한다. 이 논문에서는 일본의 교육발전과정을 메이지유신이후 제2차 세계대전 이전까지의 전전(戰前) 교육과 패전 이후의 전후(戰後) 교육으로 나누어 그 성격을 파악하고, 제도변화 과정에서 ‘대체(displacement)’와 ‘중층성(layering)’의 관련이 어떻게 나타나고 있는지를 살펴보고자 하였다. 일본 교육발전과정에 대해 보다 분석적으로 접근하기 위해 전전과 전후 교육제도운영상의 ① 기초(source), ② 원리(principle), ③ 전략(strategy), ④ 효과(effect) 등의 네 가지 준거들을 중심으로 주요 특징들을 파악하고, 그 의미와 시사점을 논의하였다.

The purpose of this study is to examine the historical structure of educational development in Japan, known as the central case in the East Asian model of education. Pre- and post-war educational developments of Japan are analyzed according to the framework based on the selected four areas (i.e., source, principle, strategy and effect of the educational practices) so as to clarify the assumptions of the existing discussion on East Asian education. The pre- and post-war education of Japan was analyzed based on the four modal types of institutional change delineated by Mahoney and Thelen(2010), namely, displacement, layering, drift, and conversion. Displacement and layering, in particular, were applied in the discussion to reappraise the pre- and post-war evolvement of Japanese education. The transition from the pre-war authoritarian statism into the post-war democratic constitutionalism appears as if displacement was present. The striking continuity of the meritocratic rules or strategies, however, that have worked through the competitive selection system by means of formal testing (or examinations) suggest that it was not wholly the new rule or institution that was introduced by the postwar democracy, but rather a process of revision (or addition) to the existing system was crucial. New principles or rules associated with democracy and egalitarianism were introduced to post-war Japan, but they were attached to the existing structure of elitism through the meritocratic notion of fairness and objectivity, thereby leading to similar effects of harsh competition and credentialism akin to the pre-war education.