A Study on descriptions of Christian secret associations in Korean history textbooks

허은철 CHONGSHIN UNIVERSITY 2022 CHONGSHIN REVIEW Vol.27 No.-

The March 1st Movement is significant in that it is the largest national movement in Korean history where all classes participated regardless of status, profession, or religion. The March 1st Movement is not an accidental event caused by the death of Gojong, but the fruit of the independence movement accumulated over a long period of time. Currently, the role of the religious community in the March 1 Movement is mainly focused on the role of Chondoism, but the role of Christianity is not known much. In this paper, I analyzed the description of the Christian secret associations in the 8 types of Korean history textbooks of the 2015 revised high schools and pointed out the problems. The Christian secret associations introduced in the textbooks include the Shinminhoe and Songjukhoe, and the Joseongoogminhoe and the Kiseong(ball) dan. However, the volume was significantly smaller than that of other independence movement groups, and the exact year was not specified, and most of them were described at the end of the subject, so its importance was not known. There were no explanations of Christian and there were cases where they described distorted content that was not accurate or did not mention any Christian-related content. To solve this problem, first of all, it is necessary to accurately describe Korean history textbooks. In relation to Christianity, terms for editing textbooks should be established, a dictionary of textbook terms, a textbook guidance guide, and a forum or seminar should be held. Next, a fair description is needed. In the case of history textbooks, the author's perspective is inevitably reflected in the history description due to the academic characteristics of history. Therefore, even if it is not possible to write in a way that is excessively friendly toward Christianity, efforts to maintain a minimum of equity are needed. Lastly, this is a method of using organic narratives. Students will be able to understand history in three dimensions if the textbook's narrative style is “author revealed” or “story”

고려 초기 법정화폐 정책

허은철 청람사학회 2013 靑藍史學 Vol.22 No.-

해방 이후 한국의 역사과 교육과정 변천과 쟁점

허은철 역사와교육학회 2024 역사와 교육 Vol.38 No.-

해방 이후 80여 년이 지난 현재 시점에서 한국의 역사과 교육과정의 변천과 쟁점을 살펴보는 것은 앞으로 역사교육의 방향을 설정하는 데 많은 도움이 될 것이다. 해방 이후 역사과 교육과정은 한국사 발행체제를 기준으로 크게 미군정기에서 2차 교육과정기까지, 3차 교육과정에서 7차 교육과정까지, 2007 개정 교육과정에서 현재의 2022 개정 교육과정까지로 그 변천을 나누어 볼 수 있다. 그 변천의 과정에서 ‘사회과로 통합 방안’, ‘한국사와 세계사의 연계 방안’, ‘역사교육의 계열성 확보 방안’ 등이 주요 쟁점이 되었다. 역사학은 학문이 성격이 사회과학과는 다르므로 역사를 사회과에 통합하려는 것은 잘못된 방향이다. 따라서 한국사와 세계사를 비롯한 역사 과목을 하나로 묶어 하나의 교과로 독립하는 것이 필요하다. 이는 한국사와 세계사가 이원화됨으로써 한국사와 세계사 교육이 분리되고, 세계사 교육이 약화되는 오래된 한국 역사과 교육과정의 병폐를 고칠 방안이기도 하다. 이를 위해서는 역사교육에서 초-중-고 간의 계열성을 확보 방안을 마련하여 독립적인 역사과 교육과정의 체계적인 틀을 찾아야 한다. 이러한 한국 역사교육의 발전에도 불구하고 여전히 한국의 역사교육은 국내외의 외부 영향을 많이 받는 것도 사실이다. 따라서 내외적으로 한국의 역사교육을 두고 일어나는 일들에 역사교육 학자들이나 교사들이 전문가로서 지금보다 더 적극적이고 확실한 목소리를 내는 것이 필요하다. 앞으로 제시되는 국가의 역사과 교육과정은 역사교육 전문가를 중심으로 역사교육의 큰 방향이나 틀만 제시하고, 지역과 단위 학교 및 역사교사의 자율성이 충분히 보장되는 방향으로 개편되어야 할 것이다. Looking at the changes and issues in Korean history and curriculum over the past 80 years since liberation will help us to set the direction of history education in the future. The changes in Korean history and curriculum since liberation can be broadly divided into the period from the US military regime to the second curriculum period, from the third curriculum to the seventh curriculum, and from the 2007 revised curriculum to the current 2022 revised curriculum. In the process of change, 'integration into social studies', 'linking Korean history with world history', and 'securing the affiliation of history education' became major issues. Since history is different from social sciences in nature, it would be wrong to integrate history into social studies. Therefore, it is necessary to bundle history subjects including Korean history and world history into one and stand alone as a single subject. This is also a way to fix the problem of the old Korean history curriculum, which separates Korean and world history education and weakens world history education due to the dualisation of Korean and world history. To this end, it is necessary to find a systematic framework for an independent history curriculum by securing affiliation between elementary, middle, and high schools in history education. Despite these developments, Korean history education is still subject to many external influences, both domestic and foreign, and it is therefore necessary for history education scholars and teachers to be more active and vocal as experts in the field. The proposed national history and curriculum should be reorganised in such a way that history education specialists provide only a general direction or framework for history education, and local and unit schools and history teachers are given sufficient autonomy.

조선전기 장리(長利) 대여자와 장리(長利) 논쟁

허은철 청람사학회 2016 靑藍史學 Vol.25 No.-

NFT 교육 프로그램 개발 및 효과 분석 : 특성화고등학교 디자인과 학생들을 중심으로

허은철,최예솔 한국콘텐츠학회 2024 한국콘텐츠학회논문지 Vol.24 No.5

본 연구는 교육 영역에서 미래사회를 설명하는 키워드 중 하나인 NFT에 대한 관심과 활용 가능성을 높일 수 있도록 NFT 교육 프로그램을 개발하고 그 효과를 분석함으로써 NFT 교육을 비롯한 미래 교육의 방향성을 제안하고자 수행되었다. 이를 위해 NFT가 가장 활발하게 다루어지고 있는 예술 영역을 진로로 정한 특성화고등학교 디자인과 학생 36명을 연구의 대상으로 삼았다. 연구는 ADDIE 모형에 따라 선행연구 분석, 프로그램 설계 및 개발, 그리고 운영과 평가의 절차를 거쳐 진행되었다. NFT 교육 프로그램은 NFT 기초 다지기-적용하기-제작하기를 주제로 개발되어, 이론과 실습을 병행하는 특강 형식으로 운영되었다. 그리고 프로그램 전후에 학생들이 작성한 마인드맵을 비교 분석함으로써 NFT 교육 프로그램이 학생들의 NFT에 대한 이해와 인식을 긍정적으로 변화시키는 데 의미 있는 효과가 있었음을 확인하였다. 나아가 NFT 교육을 포함한 미래 교육의 방향성으로 전문 시스템의 마련, 자발적 거버넌스의 활성화, 진로교육과의 연계, 그리고 지속적인 교사교육 지원을 제안하였다. This study was conducted to increase the interest in and potential utilization of NFT in education, and to suggest future directions for education. To this end, we developed an NFT education program and analyzed its effectiveness. The subjects of the study were 36 design students from a specialized high school who chose to pursue a career in the artistic field where NFTs are most actively used. The research was conducted according to the ADDIE model, which consists of prior research analysis, program design and development, and operation and evaluation. As a result, the NFT education program was developed on the topics of NFT foundation, application, and production. Each session was operate in a special lecture format that combined theory and practice. And the mind maps created by the students before and after the program were compared and analyzed. The results showed that the NFT education program had a meaningful effect on positively changing students' understanding and perception of NFT. Finally, as a direction for future education including NFT education, the researchers suggested establishing a professional system, activating voluntary governance, linking with career education, and supporting continuous teacher education.

제5차 교육과정기 국사교과서 고려사 서술

허은철 역사와 교육학회 2021 역사와 교육 Vol.33 No.-

고등학교 『한국사』 교과서에서 고려 대외 관계사 서술의 문제점과 그 대안

허은철 역사와교육학회 2018 역사와 교육 Vol.27 No.-

The revised history curriculum of 2009 decided on the direction of describing international relations of Goryeo, as ‘examining pluralism and openness of the society and culture of Goryeo through its international relations’. Also, the revised history curriculum of 2009 includes details as follows: ‘Goryeo sometimes collided with surrounding forces but pursued safety and development of the nation through diplomacy and exchange with other countries. It was actively involved in trade, and by accepting various cultures and products through exchange, Goryeo developed into multilateral and open society and culture, and the economy of Goryeo livened up.’ However, the main contents of the international relations of Goryeo in revised Korean history textbooks of 2009 still focus on ‘the history of wars’. This results from acknowledging the problems in the international relations of Goryeo and setting a new direction, but not having realistic alternative description model or enough studies. In order to have dynamics in Korean history textbook, there should be changes, descriptions about humans, diversity, and cohesiveness. From such standard, in the international relations of Goryeo in Korean textbooks is thought to be the part that can highlight dynamics of Korea’s history. It is because of openness and pluralism of Goryeo. Still, the parts about the international relations of Goryeo in current Korean history textbooks do not illustrate the dynamics of history well. So instead of depicting the international relations focusing on a certain country, history textbooks should show the relations between Goryeo and various other countries. Also, imported and exported products should be seen as things that continuously change through constant exchanges, not things that are fixed in a certain period. More than anything else, for history to have rich descriptions about humans, textbooks should deal with human exchanges as well as material exchanges. Also, all these should be harmonized as one so there can be cohesiveness. If history textbooks contain elements such as diversity, change, and cohesiveness, the current Korean history textbooks will become far more dynamic textbooks.

디지털 역사 교과서에서 역사콘텐츠의 교육적 활용을 위한 제언

허은철 역사와 교육학회 2023 역사와 교육 Vol.36 No.-

『한국사 속의 다문화』(중앙대학교 문화콘텐츠기술연구원, 동국대학교 역사교과서연구소 기획)

허은철 동국대학교 역사교과서연구소 2017 역사와 교육 Vol.25 No.-

존 로스의 한국사 인식의 특징과 한계

허은철 한국국회학회 2024 한국과 세계 Vol.6 No.6

John Ross is known as a missionary to Manchuria and Korea, the first translator of the Bible into Korean, and an educator. He was also a scholar of Korean history. It is important to read his articles to understand his unique perspective on Korean history. His book has the distinction of being the first written in Western language. It covers Korean history from Gojoseon to the Kanghwado Treaty. He recognized Manchuria as Korea history and argued that Korean history is a history of struggle with China and apart from China. To write the book, he consulted books despite various constraints and conducted historical criticism. But it is pointed out as a limitation that he did not cover the entire Korean history evenly and centered on the war, and that he referenced Chinese sources. He emphasized the independence and specificity of Korean history when Western-centered thinking prevailed. his thinking of Korean history is a good opportunity to see Korean history more objectively through an outside perspective.