Asian Studies in Serbia, Croatia, and Slovenia

Sang Hun Kim
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Abstract

Unlike Poland, Czechoslovakia, Hungary, Romania, and Bulgaria—which became satellite countries of the Soviet Union after the Second World War—Yugoslavia maintained its own communist economic and social system as it neither belonged to the United States nor to the Soviet Union. Unlike the earlier introduction of “North Korean Studies” by the other communist countries, Yugoslavia opened departments of “Indology,” “Sinology,” and “Japanology,” recognizing them as representatives of Asian Studies rather than “North Korean Studies.” Asian Studies in Yugoslavia, which disbanded into six countries after the 1990s, was distinct in each of the republics. In the Republic of Serbia, for example, “Sinology” was representative of Asian Studies, while in the Republic of Croatia it was “Indology,” and in the Republic of Slovenia it was “Japanology.” The present study exam-ines the characteristics and backgrounds of “Sinology” at the University of Belgrade in Serbia, “Indology” at the University of Zagreb in Croatia, and “Japanology” and the new-ly-formed “Korean Studies” (in 2015) at the University of Ljubljana in Slovenia. Moreover, it describes the role of Korean government agencies and local universities and scholars in establishing Korean Studies in foreign universities. This study asserts that in order to establish Korean Studies in a foreign university, that university and its scholars must be actively involved, essentially leading the process, while Korean and local gov-ernment agencies should assume the role of facilitator. This paper has been developed on the basis of “The Current Status of Korean Studies in Slovenia” which was published in the 2016 issue of the Journal of Contemporary Korean Studies.1 However, because of its importance in relation to the establishment of a Korean Studies program in Split, it is being reprinted here with a new focus on “Asian Studies in Serbia, Croatia, and Slovenia: Strategies for the Development of Korean Studies at the University of Split.”
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塞尔维亚、克罗地亚和斯洛文尼亚的亚洲研究
与波兰、捷克斯洛伐克、匈牙利、罗马尼亚和保加利亚这些在二战后成为苏联卫星国的国家不同,南斯拉夫保持了自己的共产主义经济和社会制度,因为它既不属于美国,也不属于苏联。与其他共产主义国家早先引进的“北韩研究”不同,南斯拉夫开设了“印度学”、“汉学”和“日本学”部门,承认它们是亚洲研究的代表,而不是“北韩研究”。南斯拉夫的亚洲研究在20世纪90年代后分裂为六个国家,在每个共和国都是不同的。例如,在塞尔维亚共和国,“汉学”是亚洲研究的代表,而在克罗地亚共和国是“印度学”,在斯洛文尼亚共和国是“日本学”。本研究考察了塞尔维亚贝尔格莱德大学的“汉学”、克罗地亚萨格勒布大学的“印度学”、斯洛文尼亚卢布尔雅那大学的“日本学”和新成立的“韩国学”(2015年)的特点和背景。此外,还介绍了韩国政府机关、地方大学和学者在外国大学建立韩国学的过程中所发挥的作用。该研究认为,为了在外国大学建立韩国学,该大学及其学者必须积极参与,实际上是领导这一过程,而韩国和地方政府机构应发挥促进者的作用。本文是在2016年《当代韩国研究杂志》上发表的“斯洛文尼亚韩国学现状”的基础上发展起来的,但是,由于它与在斯普利特建立韩国学项目有关,因此在这里重印的重点是“塞尔维亚、克罗地亚和斯洛文尼亚的亚洲研究:斯普利特大学韩国学的发展战略”。
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