Part 1.
The Roots of Industrial Design Education in the Korean Empire

Chapter 1.
The modern painting education that began during the Gojong era, with the dream of a wealthy and powerful nation, at the government-run industrial training center.
1.
Vocational education and the establishment of government-run industrial training centers as new forms of education during the Enlightenment period
2.
Two Views: The Government-Owned Industrial Training Institute in 1907 and the Government-General of Korea Industrial Training Institute in 1910
3.
Gojong: Belief in modernization through courageous education

Chapter 2.
The Origins of Korean Industrial Design Concepts as Seen in the Industrial Research Association and the Industrial World
1.
『Industrial World』, published by Shin Gyu-sik and Park Chan-ik, the pride of modern Korean engineers
2.
The concept of industrial design as seen in 『Industrial World』

Part 2.
Koreans who encountered the Bauhaus during the Japanese colonial period

Chapter 3.
Encountering Japanese Bauhaus education through studying abroad in Tokyo
1.
Introduction of Bauhaus education in Japan
2.
Design education at the Imperial Art School since 1935
3.
Kim Jae-seok: The Encounter between Imperial Art School International Students and Bauhaus Education

Chapter 4.
A Solitary Exploration of Japanese-Style Bauhaus Education in Korea
1.
The introduction of Bauhaus education in Korea
2.
Characteristics of the introduction of Bauhaus education in Korea
3.
Choi Yu-ryeon: A Teacher Who Explored Bauhaus Education Alone
· Choi Yu-ryeon's documentary photography/design, sketch, landscape, portrait, still life study/photographic work

Chapter 5.
The bare face of colonial power's local city development and art education
1.
Studies on the modernization of local cities during the Japanese colonial period
2.
Regional economic development and modern education in Daegu and Yongin
3.
Colonial Modernity of Modern Painting Education in Daegu and Yongin

Part 3.
Eliminating the remnants of colonial education immediately after liberation

Chapter 6.
The introduction and transformation of creativity-centered visual education in the United States in the late 1950s
1.
A Study on the Liquidation of Japanese Colonial Education after Liberation
2.
Nurturing Democratic Human Beings: Through Creativity-Centered Art Education
3.
Park Hwi-rak: Art Education in Our Schools Based on the New Curriculum ② (1964)

· In closing: With a chance encounter and fateful encounter __251
· Appendix: Locations of valuable materials, table of contents, and Korean translation of main contents
1.
Industrial Research Society, 『Industrial World』 (1909-1910), Vol. 5
2.
Choi Yu-ryeon's 『Dohwagwajido Semok』 (1938) Main text and Korean annotations: Park Hwi-rak's private collection
3.
Park Hwi-rak's major theoretical reference work, Education for Peace (1959): Table of Contents, Seo Hee-jeong's personal collection