ABSTRACT A Study of Transmission of Modern Korean and Chinese Martial Arts through Cultural Anthropological Comparison -Focus on School Martial Arts Education- By Lu, Yu Rong Major of Sport History Department of Physical Education Graduate School o... ABSTRACT A Study of Transmission of Modern Korean and Chinese Martial Arts through Cultural Anthropological Comparison -Focus on School Martial Arts Education- By Lu, Yu Rong Major of Sport History Department of Physical Education Graduate School of Kyunghee University This study is to look over the periodic significance of transmission of Korean and Chinese martial arts as school physical education by examining the beginning, contents and disposition of traditional physical culture of the East that is martial arts and making cultural comparison through the viewpoint of cultural history of physical education. The purpose of this study is to seek the experience and implications for present Korean and Chinese martial arts and to provide academic foundation for the sphere of Oriental martial arts and Oriental physical education. In order to attain the purpose of the study, I used literature review and collected various literatures related to transmission of martial arts as school physical education in modern Korea and China. Through constant comparative method, I endeavored to draw various characteristics of transmission of martial arts as school physical education in modern Korea and China and compare them to the periodic background of both countries to identify the relationship between introductions of martial arts as physical education and their expansion and periodic background. Also, I analyzed the historical facts of introduction, expansion and contents of transmission in chronological order employing sociohistorical analysis. Lastly, employing the method of controlled comparison among the historical studies within the domain of Cultural Anthropology, I conducted comparative analysis on the cultural phenomenon of transmission of martial arts as physical education in both nations. As such I aspired to extract periodic significance, experience in transmission of martial arts by both countries and their implications. From this procedure, I have drawn the following results. First, Western physical education and other Western theories came pouring into both Korea and China starting mid-to-late 19th century. However, development of physical education in both countries took separate paths from the introduction of Western physical education and formation of physical education in schools. For Korea the path was by legislation, and China by social flow. Second, introduction of martial arts to school in Korea began in 1910 after the Japanese annexation. Some Japanese martial arts were selected as a part of school physical education curriculum by Japanese deans in a number of schools. Then in 1914 the Japanese Government General of Korea proclaimed Syllabus of School Physical Training, after which the Japanese kendo and judo were selected as part of the curriculum. As for China, introduction of marital arts in schools began to actively expand in two direction, i.e. school physical education and civilian martial arts groups, in accordance with the nationalistic idea that “the spirit of martial art is the origin of powerful country” put forth by the then leader, Sun Wen, after The Xinhai Revolution in 1911. Since 1911 many martial artists requested schools instituting various Chinese martial arts as a part of official physical education courses. Starting 1915, the Ministry of Education began introducing Chinese martial arts as official physical education curriculum. Third, transmission of martial arts as physical education in schools took three revisions of Syllabus of School Physical Training in 1927, 1937 and 1938, where foreign martial arts such as kendo, judo and naginata were selected as physical education curriculum. It was different from China. After introduction of Chinese martial arts in schools, the people in various social fields and standings worked together to develop Chinese martial arts as school education in disputes during the course of the transition, which led to Ministry of Education announcing transmission of martial arts as school physical education. Fourth, because of the differences in periodic backgrounds, Japanese annexation for Korea and Republic of China, there emerged different awareness of introduction, passive and active. This had definitive impacts on the transmission of martial arts in schools. However, for both countries, Oriental martial arts were selected as official school curriculum, and this could not be separated by the interest and efforts of both governments. Periodic significance and experience of expansion of martial arts and their implications of transmission of martial arts as school physical education are as follows. First, through the modern transmission, the values of martial arts extended in physical education and away from military and technical aspects. Also, both domestic and foreign martial arts were transmitted in both countries. From the perspective of Oriental marital arts history, the scope of transmission expanded for Oriental martial arts including kendo, judo and Chinese martial arts, and transmission of Oriental martial arts in modern schools in both countries displayed positive implications with respect to dissemination and supply of Oriental martial arts culture. Second, the transmission of martial arts in schools not only accelerated transmission of martial arts but also had positive impacts on development of education, elite physical education and culture. Therefore, the transmission of martial arts as a part of school physical education retains a linkage in transmission of martial arts from ancient times to modern times. Even today, expanding the physical, cultural and educational values of transmission of martial arts, adapting effective experiences of foreign martial arts and developing them according to periodic flow will greatly aid in development of Oriental martial arts of both countries.
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