日本の漢學塾の學術傾向と近代日本の敎育

Academic Trends in Japan’s Private Academies of Chinese Learning and Education in Modern Japan: With a Focus on Fujisawa Nangaku and Ishihama Juntaro of the Hakuen Academy

1868년 메이지유신에서 시작되는 일본의 근대화는 서구 열강을 모델로 삼았기 때문에 근대화가 서구화 혹은 서양화와 거의 동의어였는데, 교육에 있어서는 사정이 약간 달랐다. 메이지정부의 교육 시책은 일관되지 않았고, 제도면에서는 서구화를 지향하면서도 중앙집권적 획일화와 자유방임주의 사이에서 오락가락 했다. 내용 면에서도 개인주의와 실학주의 교육관과 학문관에 입각한 서구 근대 교육을 무조건 추종하지는 않았고, 에도시대의 문화와 교육의전통도 계승하고자 하였다. 그와 같은 전통에서 한학은 커다란 비중과 중요한지위를 점하고, 한학숙은 관립 학교와 나란히 교육과 사회의 주도적 입장에있었다. 다만 한학숙은 막말(幕末)에서 유신(維新) 직후에 최전성기를 맞지만, 메이지정부의 교육 시책에 놀아나서 근대 교육 안에서 자신의 지위를 찾지 못했다. 그 와중에 존속된 몇 안 되는 한학숙의 하나가 박원서원(泊園書院, 하쿠인쇼인)이다. 그렇다면 박원서원은 왜 살아남았을까? 변천을 반복한 근대 일본 교육의 문맥을 고찰하면서 그 학술 경향을 분석함으로써 이 문제를 고찰하고자 한다.

Japan’s modernization, which began with the Meiji Restoration in 1868, was modelled on the Western powers, and its modernization was virtually synonymous with Westernization. However, the situation was slightly different in the case of education. The education measures of the Meiji government were not fixed, and while it aimed for Westernization with respect to the education system, it vacillated between centralized standardization and laissez-faire principles. With regard to the content of education, too, it did not necessarily completely adhere to the modern education of the West, which was founded on individualism and a pragmatic view of education and scholarship, and it attempted to continue with the cultural and educational traditions of the Edo period. Within these traditions, Chinese learning was of great importance and occupied an important position, and private academies of Chinese learning held a leading position in education and society, alongside government schools. But even though private academies of Chinese learning enjoyed a golden age from the Bakumatsu period to immediately after the Meiji Restoration, they were buffeted by the education measures of the Meiji government and were unable to find a place for themselves within modern education. One of the few academies of Chinese learning that managed to survive in these circumstances was the Hakuen Academy (Hakuen Shoin 泊園書院). Why did it survive? In this paper I examine this question by analyzing the academic trends of the Hakuen Academy while also taking into account the context of education in modern Japan, which underwent repeated changes. 1868年の明治維新に始まる日本の近代化は, 欧米列强を模範とし, 近代化は 欧米化もしくは西洋化とほぼ同義であったが, 敎育においては, 些か事情は異 なる. 明治政府の敎育施策は一定せず, 制度の面では欧米化を指向しながらも, 中央集權的画一化と自由放任主義の間で揺れ動き, 内容の面でも個人主義, 実 学主義の敎育観, 学問観に立脚した欧米の近代敎育を必ずしも全面的には追従 せず, 江戸時代の文化と敎育の伝統をも継承しようとした. その伝統において 漢学は大きな比重と重要な地位を占め, 漢学塾は官立学校と並んで敎育と社会 の主導的立場にあった. だが, 漢学塾は幕末から維新直後に最盛期を迎えなが らも, 明治政府の敎育施策に翻弄され, 近代敎育の中に自らの地位を見出せな いでいた. その中にあって, 存続した数少ない漢学塾の一つが泊園書院である. 泊園書院はなぜ生き延びたのか. 変遷を繰り返した近代日本の敎育の文脈を踏 まえながら, その学術傾向を分析することを通じて, この問題を考究する.