KF뉴스레터-Using the Classroom to Nurture Forward-looking Relations

Using the Classroom to Nurture Forward-looking Relations

Since 2000, the Korea Foundation and the Japan Foundation have annually undertaken the Korea-Japan Secondary School Teachers Exchange Program. Originally launched to commemorate the joint hosting of the 2002 FIFA World Cup, the program facilitates the exchange of secondary school teachers of social studies from both countries, so that they can enhance their understanding of each other’s history and culture, which will enable them to provide students with a more informed and ive perspective on Korea-Japan relations. Despite continued political conflict between Korea and Japan, over such controversies as Dokdo and questionable material in certain Japanese history textbooks, the program is now in its eighth year of operation.

Role Reversal: Teachers become Students
The annual visits of Japanese educators to Korea have been organized by the Korea Foundation and Seoul National University’s Institute for Japanese Studies. This year, a total of 25 middle and high school teachers of social studies from all across Japan, from Hokkaido to Kyushu, visited Korea. For most, this was their first trip to Korea, although several individuals had previously visited Korea as tourists.
During the first half of their stay, they attended lecture sessions on Korea’s politics, economy, history, language, society, and education, at the SNU Institute for Japanese Studies. Various subjects generated considerable interest among the participants, whose follow-up questions and comments extended into the break time. In particular, the session on the Korean language was especially well-received.
The Japanese teachers learned to sing a song that is taught to children to help them memorize the Korean alphabet, along with being delighted to learn how to write their names in Korean. They also visited Yeongdeok High School in Suwon and Daejeon Girls’ Commercial High School, where they met with Korean teachers and students, observed classroom sessions, and toured school facilities. They expressed keen interest in teaching methods that actively utilized computer and video material, and teacher-student interaction, along with being highly impressed with the Korean government’s support efforts for education.
During meetings with their Korean counterparts, the Japanese teachers discussed the simil-arities and differences of the two countries’ educational systems and described their common experiences as educators.

Narrowing the Korea-Japan Gap
The teachers visited POSCO to learn more about Korea’s real economy, and the KT Ubiquitous Pavilion for a glimpse of future lifestyles. They also attended a Cookin’ non-verbal performance and presentation of traditional Korean performing arts. Their response to the performance of the Cookin’ group was especially enthusiastic, with one teacher saying with excitement: ”Recently, I have not had a chance to laugh so loudly as this. I was laughing so much I almost cried.”
Interestingly, the teachers seemed rather apprehensive about the home-stay visit. Apparently, they were concerned with overcoming the language barrier and the awkwardness of staying overnight at a stranger’s home. Nevertheless, after meeting their hosts, everyone appeared comfortable enough with each other, even if this meant using gestures and limited English to communicate. The following day, one of the teachers graciously shared with the others a box of traditional Korean confectionery that he had received as a gift from his host.
The Japanese teachers also showed much interest when they visited the Independence Hall of Korea. They looked serious, even self-conscious, while touring the memorial and carefully examining each article on display, including remnants of the Japanese Government-General building, a symbol of Japan’s colonial rule.
When they saw a group of Korean primary school students touring the Independence Hall, on a field trip outing, some of the teachers asked with concern whether their exposure to the exhibits might instigate anti-Japanese sentiments. Some teachers expressed their views on the comfort women issue, from a Japanese perspective, and asked what measures that Koreans hoped the Japanese government would take.
Listening to their thoughts and questions, I was hopeful that the gap between Korean and Japanese views on historical matters could be narrowed through this teacher exchange program.

Appreciating Korea’s Unique Sentiments
In the latter half of the program, the teachers had a chance to experience the tragic situation of Korea’s division when they visited Panmunjeom and the War Memorial of Korea. They also toured Hwaseong Fortress, Buyeo, Gyeongju, and Haeinsa Buddhist Temple. Buyeo is the home of the Baekje Kingdom, which maintained direct contact with Japan and influenced its ancient culture. While viewing relics and artifacts of Baekje, on display at the National Museum of Buyeo, the teachers were surprised by the many similarities of Korean and Japanese ancient culture. The teachers gasped in amazement at the magnificent grandeur of the Seokguram Grotto in Gyeongju.
They could understand how someone could become intoxicated by viewing gorgeous scenery as they walked around the exquisite Anapji Pond in Gyeongju, in the evening after dinner. They also visited the “Nazareth Home” in Gyeongju, a facility for Japanese women who could not return to Japan after Korea’s independence from Japanese colonial rule. The teachers had an enjoyable time with the elderly Japanese women there. Hearing them sing together Furusato (hometown), I felt the pain that historical circumstances can render on the lives of ordinary individuals.
The two-week program was successfully con-ducted thanks to the active participation of the 25 Japanese teachers, who showed their eagerness to learn more about Korea, and the many Koreans who extended such warm hospitality. If these teachers pass on to their students what they learned and experienced during their stay in Korea, it might be possible for today’s younger generation to acquire a future-oriented outlook toward Korea-Japan relations, so that we can be “close and caring” neighbors, rather than “close but distant” peoples.
With the Korea-Japan Secondary School Teachers Exchange Program marking its tenth anniversary in 2009, we need to carefully evaluate the program to assure that it is helping to reinforce Korea’s “soft power,” rather than simply celebrating ten years of operation. After all, we need to hear more Japanese teachers say: “Indeed, I have much fondness for Korea and its people.”

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Using the Classroom to Nurture Forward-looking Relations

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