In R. O. Korea, great interests for the traditional geographic ideologies so-called “Pung-su Thought” have arised recently, and an independent unit of geographic education “The progress of the traditional geographic ideologies” as the 5th curriculum of High-school had started officially since 1990. However, in spite of long-term controversies for the ideoogies themeselves, some scholar have doubted if it is proper to teach the traditional geographic ideologies from an educational point of view, and the trial left many problems therefore.
On the other hand, in Japan, as we have not discussed on teaching the traditional geographic ideologies in highschool education, the case in R. O. Korea must be considered to compare with Japan.
Accordingly, to study about the traditional geographic ideologies on the high-school course of R. O. Korea, the author analyzed high-school text books mainly, and presented its change, backgrounds, and details. According with the result of the hearing in R. O. Korea, the author considered the difficulty and possibility to deal with the ideologies on geographic education.
The results are summarized as follows:
1) In R. O. Korea, there are constant arguments for the traditional geographic ideologies for a long time. The instruction about the ideologies confused texts, teachers and students, because it have been set on dividing estimation. The regional difference of ideologies have not solved too. In Japan, it may be difficult further to teach the traditional geographic ideologies because of lacking on official ideology.
2) An unit of geographic education “The progress of the traditional geographical ideologies” made a dubious impression on students, since it had not done into consideration natural and social situation when the ideologies grew. According to new course put into in 1996, national demands made it emphasis only the existence of the the term “Bae-san-im-su” etc, traditional geographic ideology and ideologies may be memory wards. Its intention is doubtful from a view point of taking over traditional culture.
3) On the case in R. O. Korea, they have taught only the desirable parts of the ideologies that not conflict with social issues and national policies. The special purpose should throw students into confusion.
But it may be an ideal matererials of geographic education to let students think the advantage and weak point will be caused if the original ideologies are applied, or guess how the region was from topographies and old maps as results of the ideologies. Although this study left many consequence, dealing with the ideologies will contribute to keep the culture and get them build up national identities. The author hopes to watch how the course will turn out after this.

View full abstract