2017, Vol., No.75

Journal of Japanese Culture 2023 KCI Impact Factor : 0.36

pISSN : 1226-3605 / eISSN : 2733-8908
https://journal.kci.go.kr/JJC

The Takeshima Issue Study Group is fabricating the logic that Dokdo is Japanese territory. Also, Dokdo is being invaded as Japanese territory. This time, middle school students in Korea sent letters to 56 middle schools in Shimane Prefecture. These middle school students criticized the distorted Dokdo education of Shimane Prefecture. Initially, Shimane Prefecture did not disclose the letters of Korean students. However, Masao Shimozo made it public, criticizing the Japanese government's Dokdo policy. Then, the 4th Takeshima Issue Study Group was convened. Simojo praised his achievements. He also exaggerated that he had been involved in developing Takeshima territory education for the Shimane students. Shimozo posted articles in various media. This time Shimozo used letters from Korean students. However, Japan became aware of the reality of Dokdo education in Korea.

This paper examined the purposed logic of the "Theory of Name Reversion," which takes an important Japanese defensive role in territory dominion conflict between Korea and Japan. In Japanese, Ulleungdo is called Takeshima, which originally from iso-takeshima(磯竹島). However, its name was changed to Matsushima, which was caused by the Japanese territorial encroachment of Ulleungdo. Similarly, Dokdo was initially called as Matsushima, and then changed to Liancourt Rocks, which finally turned into Takeshima during Japan's territorial annexation. These name changes were for the purposes of Japanese territorial invasion. Furthermore, according to Kawakami Kenzo, who studied Dokdo's name change, the insistence of "The Logic of Name Reversion" was also a kind of acute manipulation.

This paper is a report of a study that attempted to introduce student-centered cultural education into Korean Japanese culture education. Currently, although the importance of cultural education is emphasized in Korean foreign language education, only items stereotyped in the actual curriculum and class are taken up. This is because Japanese culture education in Korea only focuses on the specialty of Japanese culture and teaches only this component to learners. Recently, in the field of education, the idea of learner-based theory has come to attract attention and it attempts a multi-angle practice. It is necessary to connect such theory to Japanese culture education and make use of it in education. By doing so, learners have opportunities to compare and reflect their own culture and Japanese culture and to conceptualize Japanese culture in the process. As an example, Japanese television program "COOL JAPAN - Discover! Cool Nippon "can be cited. By having foreigners living in Japan discuss Japanese culture, you can see the process of recognizing and conceptualizing them . That is exactly connected to a learning-centered education as well. In this research, we also conducted a questionnaire survey on Japanese learners in Korea using the data obtained from them and analyzed the results. What become clear from that is that there is a strong tendency to recognize what is still stereotyped in Korea as Japanese culture. In the future, based on these analyzes, I would like to clarify the process by which Korean learners recognize Japanese culture entirely and I would like to explore further possibilities of "learner subject" education.