Korean educational history following liberation has been marked bydependence on the Unites States. Around the time of liberation, pro-Japanese groups were allowed to keep their positions. Also, the Ameri-can school system was introduced and American liberal democracy wasadopted. Later, during the Park Chung-hee administration, human cap-ital theory, which stressed efficiency and competition, was prevalent,and the New Community Movement, the ideological foundation ofwhich was social evolutionism, was conducted. Inquiry learning theo-ry, which originated in the United States, was also blindly introduced. Some pushed for critical education, or concientization, and popu-lar education, followed by group research activities, while resistingAmerican influence. However, due to the downfall of the socialist blocin Eastern Europe, this research trend began to decline. Along withglobalization, Korean education has been shaped by neoliberalist edu-cational policy, which aggressively pursues marketization. Thus, it isnecessary to present visions and alternatives to the current trend ofdependence in the Korean educational system.
P. 1992. Je 3 segye-ui gyoyuk, Higher Education in the ThirdWorld . Translated by Kim Seong-jae. Seoul, Modern Thought Publishing.
Chung, Jae-Geol (Jeong, Jae-geol), (1998) Sin jayujuui-wa jeontongjeok jayu-ui gaenyeom (Neoliberalism and the Concept of Traditional Freedom), Educational Policy Summer Seminar, Korean Education Research Institute
Chung, (.1984.70nyeondaehangukgyoyukinyeom-uijeongchijeokseonggyeok) Political Nature of Koreas Educa-tional Ideology in the 1970s . In Jabonjuui sahoe-ui gyoyuk edited by Lee Kyu-Hwan and Kang Sun-won.Seoul, Educationin Capitalist Societies
Kang, . In Jabonju-ui sahoe-ui gyoyuk Education in Capitalist Society, The Private University Establishment Drive and the DriveOpposing the Seoul National University Establishment Plan
Kim, Ki Su, (1997) Jayujuui-wa sin jayujuui-e gwanhayeo (On Liberalism and Neoliberalism), Hanguk gyogyuk yeongu (Korean Educational Review),
129 Reflections on the Formation of a Dependent Educational System and Ideology in KoreaThird it is necessary to re-communitize schools to counterneoliberalism which alienates and dehumanizes schools and rendersthe fostering of community consciousness difficult. With schools fac-ing a community crisis communitarianism and communitarianeducation have emerged as alternatives. If the leading ideology ofthe 1980s was individualism then in the twenty-first century com-munitarianism has emerged as an alternative to save us from an end-of-the-century crisis.,
welfare, 24 Communitarianism should provide specialmeaning to schools namely a stronger meaning of community in anera overflowing with individualism and a community strategy shouldstress group and social ideologies such as responsibility anddemocracy. Given that the educational ideology of communitarianismis liable to emerge as oppressive combinedwith concepts like human rights and autonomy,
a free educational system for all people and particularlypoor citizens must be promptly realized. An alternative must beoffered based on research into free educational systems that areexcelling in other countries and any difficulties they confront today.,
and society, the establishment of an educational system geared to ourterritorial unification is urgently needed. Given that the inter-Koreanjoint declaration envisaging an eventual unification was issued in2000 it is urgent to exchange pedagogy scholars between the twoKoreas for the purpose of developing pedagogy conducive to over-coming the national division. Unification education must be dis-cussed actively in terms of peace education which acknowledges andaccepts mutual differences. They should meet and exchange opinionson their mutually different views of values modes of affection,
Wilcox, (2000) Such communitarianism is presented as a third way ideology, transcending capitalism and socialism. gyoyuk-ui yeoksa insik (History of the Korean Education Movement and Perceptions of the History of Education in the 1960s), Seoul: Muneumsa
Sim, Develop-ment of and Reflections on National Education Theory . In Minjokgyoyuk-ui sasangsajeok banseong Viewing National Education in thePerspective of Intellectual History,
Wilcox, B, (2000) Preface, In Schools and Community, Falmer Press
Yi, Byeong-gon, (2000autumn) Yeongguk-ui gyoyuk gaehyeok-gwa geu geuneul (British Educational Reform and Its Shadow),
Yi, School Education inthe Era of National Division,
131 Reflections on the Formation of a Dependent Educational System and Ideology in Korea,
(1998) Sin jayujuui jeongchaek-gwa hanguk gyoyuk-ui munje (Neoliberal Policy and Problems of Korean Education), Educational Policy Summer Seminar, Korean Education Research Institute.
Kim, (.1985.minjokgyoyuk-uiyeoksa-wahyeonsil) History and Reality of National Education Journal of Korean Society,
Lee, Deok Ho (Yi, Deok-ho), (2001) Chinmi sadaejuui gyoyuk-ui jeon-gae gwa-jeong (The Process of Deploying Pro-American Education), Seoul: Daum
Lee, (.1990.gukgachejehyeongseonggi-uigukdae-anbandae-edaehanbunseok) An Analysis of Opposition to the SeoulState University Establishment Plan during the Era of the Formation ofthe State System . In Bundan sidae-ui hakgyo gyoyuk School Educationin the Era of National Division,
Lee, (.1990.hanmigyoyukgwan-gye-uijae-jomyeong) Re-illumination of Korea-U.S. Educational Relations School Education in the Era of NationalDivision,
Munumsa, (____________.1992.hangukgyoyukhak-uinolli-waundong) Logic and Move-ment of Korean Pedagogy,
Lee, (.1989.migunjeong-uigyoyukjeongchaek) . In Bundan sidae-ui hakgyo gyoyuk School Education in the Era of National Division,
Lee, . In Jabonjuui sahoe-ui gyoyuk Education in CapitalistSociety edited by Lee Kyu-Hwan and Kang Sun-won. Seoul,