法国传教士对殖民地牧师的培养:反现代主义与殖民教育的选择性同化

Boyoung Park
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 The so-called fervor for modern education and the legacy of liberalism stirred unrest among the youth. The notion that it eventually fostered socialism posed an equal risk perceived by both the missionary groups and colonial authorities, leading to a reluctance towards higher education. Requests for the establishment of a united theological seminary and the reform of existing seminaries, even those demanded at the Vatican level,were stymied as they were relegated to minor seminary-level secondary education accreditation. The accreditation for the theological college, which boasted the finest faculty for priestly training, was ignored.
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摘要

在日本帝国主义强占时期,韩国天主教的神父培养是一项长达12年的长期教育项目,在日本帝国主义强占时期形成了一批独特的知识分子。现代性与反现代性的冲突与混淆进一步加剧了这种独特性,法国传教士的反现代主义和反共和意识形态的防御机制被纳入神学院教育。 日本的殖民主义教育政策强调“读书的危害”,破坏了先进教育,这一政策得到了以革命和共和为骄傲,但内心却对世俗和反教会价值观充满愤怒的传教士们的强烈赞同。传教士们接受了“认证”制度,同时在实际教育中巧妙地保留了教会的价值观,并以背后的分歧来处理它。所谓对现代教育的狂热和自由主义的遗产在年轻人中激起了不安。传教团体和殖民当局都认为,高等教育最终会助长社会主义,这一观念带来了同样的风险,导致人们不愿接受高等教育。建立一个统一的神学院和改革现有神学院的要求,即使是梵蒂冈一级的要求,也受到阻碍,因为它们被降级为次要神学院级别的中等教育认证。这所神学院号称拥有最优秀的神职人员培训师资,但它的认证却被忽视了。主教们迅速反击这种新兴的自由主义,称其为“负面影响”,并迅速将其从神学院中移除。然而,即使在现代性与反现代性的激烈冲突中,觉醒的意识本身也不会被消灭。三一运动形成的上海流亡共和政府终于向韩国牧师公开了“共和”和“文明”这两个禁忌词。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Training of colonial priests by French missionaries: Selective assimilation of anti-modernism and colonial education
During the Japanese colonial period, the training of priests in the Korean Catholic Church was a long-term program that spanned over 12 years of education, giving rise to a distinctive group of intellectuals during the colonial era. This distinctiveness was further compounded by the conflict and confusion between modernity and anti-modernity, with the defense mechanisms of French missionaries' anti-modernism and anti-republican ideology being integrated into seminary education. The Japanese colonial education policy, which undermined advanced education by emphasizing the so-called 'harm of reading', drew exquisite agreement from missionaries who were proud of the revolution and republic but internalized anger against secular and anti-church values. The missionaries accepted the 'accreditation' system while tactfully retaining the church's values in actual education, and dealt with it with a backside disagreement. The so-called fervor for modern education and the legacy of liberalism stirred unrest among the youth. The notion that it eventually fostered socialism posed an equal risk perceived by both the missionary groups and colonial authorities, leading to a reluctance towards higher education. Requests for the establishment of a united theological seminary and the reform of existing seminaries, even those demanded at the Vatican level,were stymied as they were relegated to minor seminary-level secondary education accreditation. The accreditation for the theological college, which boasted the finest faculty for priestly training, was ignored. The bishops swiftly countered the burgeoning liberalism as a 'negative influence' and promptly removed it from the seminaries. However, even amidst the tumultuous clash of modernity and anti- modernity, the awakened consciousness itself couldn't be extinguished. The exiled republican government in Shanghai, formed by the March 1st Movement, finally unveiled the forbidden terms 'republic' and 'civilization' to Korean priests.
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