Reassessing Yu Gwan-sun’s Historical Significance and Ideological Legacy through the “Yu Gwan-sun Studies” Course : A Comparative Analysis of Students’ Perceptions Before and After the Lecture

This study aims to empirically examine the educational impact of the course “Yu Gwan-sun Studies,” which focuses on the life and philosophy of Yu Gwan-sun, a leading figure in Korea’s independence movement and a symbol of nonviolent resistance. Yu Gwan-sun, who practiced nonviolent protest against colonial rule at the age of 17, is reinterpreted not merely as a historical figure but as a valuable source of humanistic content applicable in contemporary education. To this end, the study reinterprets her life through four core keywords-nonviolent resistance, women’s rights, religious ethics, and youth leadership-and explores the potential of the “Yu Gwan-sun Studies” course as a platform for peace and human rights education. The research was conducted in accordance with the ethical guidelines of Baekseok Culture University’s Institutional Review Board (IRB No. 2-7008132- A-N-01. 25-01). From March to June 2025, a pre- and post-course survey was administered to 68 undergraduate students enrolled in the course at a university located in Cheonan, Chungnam Province. The findings are as follows: First, students’ interest in history, motivation to learn, and knowledge of the independence movement showed statistically significant improvement after taking the course. Second, students demonstrated an increased understanding of Yu Gwan-sun’s religious convictions and their connection to the independence movement, along with a greater appreciation for the necessity of such educational programs. Third, perceptions of Yu Gwan-sun’s symbolic meaning were strengthened, particularly around themes of “sacrifice” and “patriotism,” and students’ understanding of colonial governance systems also expanded. Fourth, awareness of the role of religion in the March 1st Movement—particularly Christianity, Daejonggyo, and Buddhism-deepened, and perceptions of Yu’s imprisonment and suffering remained positive. Fifth, recognition of the global impact of the March 1st Movement and the role of female independence activists improved significantly, although understanding of colonial educational policies and the Enlightenment movement showed a relatively modest increase. Overall, the “Yu Gwan-sun Studies” course functions as an effective educational model that fosters students’ historical sensitivity and civic responsibility. It contributes to identity formation, value-based education, and critical thinking through a biographical approach to history. Furthermore, the course demonstrates potential as a modern platform for peace education. Ultimately, this initiative offers meaningful academic value by reilluminating the global significance of Korea’s independence movement and laying a foundation for building a sustainable culture of peace.