Earticle

본 연구는 피아제(Piaget)의 인지발달 이론에 기초하여 바둑교육 방법에 대하여 접근하였다. 그 이론의 핵심 개념인 ‘도식(schema)・동화(assimilation)・조절(accommodation)’의 관점에서 보면 바둑기술에 대하여 학습자가 알아야 할 지식은 학습자의 연령, 이해력, 바둑관, 기술 수준 등에 따라 다양할 수 있다. 이러한 점에서 볼 때, 바둑용어, 형태의 이해, 정석과 포석에 대한 학습 내용 및 방법은 보다 체계적으로 구성되어야 할 것이다.

This study is based on Piaget’s theory of cognitive development. In according to the main concepts of schema, assimilation, and accommodation described in the theory, different types of teaching methods need to be applied based on the students’ ages, comprehensiveness, level of skills and their perspectives on Baduk. Therefore, terminologies, forms, joseki(patterns) and strategic(opening) methods used in Baduk need to be organized systematically.

동양의 놀이문화로만 자리매김하던 바둑이 최근 세계적으로 널리 보급되면서 우리나라에서 도 한국바둑을 세계화하기위해 2009년부터 <바둑종주국화사업>을 실시하고 있다. 그리고 이 사 업의 일환으로 국제바둑지도자를 선발하여 해외에 파견, 지원하며 바둑보급 활동을 진행하고 있다. 그러나 이 사업의 경우 외부적으로 많은 성장을 이룬 것처럼 보이지만, 사실상 내부적으 로 여러 가지 문제점을 가지고 있으며, 제도적으로도 미비한 부분이 많이 있다. 이에 본 연구에 서는 해외파견 국제바둑지도자 사업의 문제점을 분석하고 이를 해결할 수 있는 개선방안 및 발 전방향을 모색하고자 한다. 본 연구를 통해 도출한 문제점과 발전방향은 다음과 같다. 첫째, 해외파견 국제바둑지도자를 위한 체계적인 교육시스템을 갖추고 있지 않으며, 자격증 제도 또한 미비하다. 해외바둑보급을 전문화하고 질 높은 교육을 제공하기 위해서는 전문인을 양성하고, 교육하는 것이 반드시 필요하며 이러한 체계적인 교육시스템을 구축하여 자격증 제 도를 도입, 국제바둑지도자를 양성하고 교육하여야 한다. 둘째, 해외파견 국제바둑지도자의 사 후관리가 필요하다. 국제바둑지도자의 활동 및 관리체계가 불분명하여 이를 체계적으로 관리하 고 구축함으로써 국제바둑지도자로서의 사명감과 전문성을 강화시켜야 한다. 셋째, 해외바둑보 급을 위한 해외바둑교육프로그램이 미비하다. 또한, 한국바둑보급을 위해 각 나라에 한 명 내외 의 바둑지도자가 임명되어 바둑교육이 진행하고 있는데 이는 바둑교육을 보급하기에 턱없이 부 족한 인력이며, 홍보에도 많은 어려움이 따른다. 바둑세계화를 위해서는 지금보다 더 많은 지원 과 적극적인 홍보가 필요하다.

Baduk, considered before only as a part of Asian game culture, has recently propagated all over the world. Accordingly, Korea began to carry out programme titled 'Baduk Jongjuguk-hwa (leading nation of Baduk)' in 2009. The programme includes a sub-programme which selects international Baduk advisors, sends them overseas, and disseminates Baduk in each country. Despite external expansion of international Baduk advisor, it shows a variety of problems internally, and also has insufficiency institutionally. Therefore, this study aims at analyzing problems of the sub-programme called 'dispatch of international Baduk advisor', and exploring counter-measures and development directions which can solve those problems. The problems and development directions derived from this study are as follows. First, there are not even the bare bones of education system for international Baduk advisors, let alone certificate of qualification of that kind. It is necessary to bring up and educate experts in order to professionalize overseas dissemination of Baduk and provide quality education of Baduk on the spot. Especially, certificate of international Baduk advisors must be established in order to cultivate and educate them more systematically. Secondly, follow-up management action should be taken. There should be systematic management mechanisms that solve problems caused by ambiguous management system after international Baduk advisors are designated, and that enhance a sense of duty and professionalism of international Baduk advisors. Finally, there are no courses for international Baduk education although the programme is intended for dissemination of Baduk. Also, one or more people are appointed international Baduk advisor in each country. It is far from enough to accommodate Baduk education. Also, the lack of dispatched advisors leads to difficulties of public relations. For globalization of Baduk, much more support and active publicity are needed.

The aspects of the acceptance/transplanting of foreign culture can vary according to the timings and the social environments of a society. Foreign culture can either conflict against the traditional culture as observed in the case of Sunjang Baduk, or be introduced as something totally new to the colonized area. Also, once accepted, it can be always replaced by the old (or new) one better fit in the changed social situation or wielded as much as before. Which case it could be depends on many things including the personnel planting or accepting the foreign culture. Therefore, the main question of this paper is how the Japanese Baduk rules excluded Sunjang Baduk during the colonial period and remained as standard rules of Korean Baduk even after the liberation.

It was just 10 years later that Hoensha, the first modern Japanese Baduk institution was established. Founded by the disciples who confronted against the old Baduk system, Iemoto, Hoensha tried modern experiments such as new dan-system, newspaper games, etc. But, as a whole, it could not go further enough from Iemoto system. The same thing happened again when Nihon Kiin was set up nearly 50 years after Hoensha. The long conflicting parties of Baduk players became one in order to eliminate the harm of their old-fashioned practices. However Nihon Kiin was no more than another huge Iemoto monopolized all the privileges existing at the moment. It could seem that Iemoto was merged into the modern Baduk system when the last Iemoto, Honinbo became a title of a modern newspaper tournament. In fact, however, the old system left distinct traces on the systems following it. Furthermore, the Korean modern Baduk system inherited many aspects of Iemoto from adopting the modern Japanese system.