1950~60년대 일본 역사교육현장의 군국주의 극복 운동

구경남(Ku, Kyeong-nam) 호서사학회 2013 역사와 담론 Vol.0 No.68

세계시민교육의 역사교육적 함의

구경남(Ku Kyeong Nam) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.23

이 글은 세계시민교육에 대한 선행 연구와 세계시민교육 교재를 비판적으로 검토하여 세계시민교육의 역사교육적 함의를 고찰한 것이다. 구체적으로는 세계시민교육의 목표와 학습 주제 및 내용을 담고 있는『유네스코가 권장하는 세계시민교육 교 수학습 길라잡이』와 경기도교육청 인정교과서인『세계시민』을 역사교육적 관점에서 분석하였다. 연구 결과는 다음과 같다. 첫째 세계시민교육의 목적에 비추어 역사 교육의 목적을 재개념화하는 것이다. 자국사 중심의 역사과 교과편제와 교육내용이 미래지향의 세계시민교육의 목적을 담아 낼 수 있도록 개선하고 보완하는 것이 필요하다. 둘째 역사 교수학습 방법이 재고되어야 한다. 역사수업에서 논쟁을 통해 다원적 관점을 학습하는 것은 세계시민교육이 지향하는 다원적 가치를 존중하는 태도를 함양하는데 기여할 것이다. 셋째 역사교육적 관점에서 세계시민교육의 내용에 대한 개선과 보완이 필요하다. 세계화로 인해 나타난 여러 문제의 현상을 나열하는데 그치는 것이 아니라 그 문제의 원인을 역사적 맥락을 통해 탐구함으로써 행동으로 참여하는 세계시민을 기를 수 있다. This study examines the history educational implications of global citizenship education by critical review on previous studies on global citizenship education and textbooks of global citizenship education. We analyzed Global Citizenship Education; Topics and Learning Objectives and Global Citizenship textbooks from the perspective of history education, which contains the goals and subjects of global citizenship education. The results of the study are as follows. First, it is to re-conceptualize the purpose of history education to meet the purpose of global citizenship education. It is necessary to improve and complement the history curriculum and contents of education, centered on the history of the nation, so that it is able to serve the purpose of future - oriented global citizenship education. Second, the method of history teaching and learning should be reconsidered. Learning from pluralistic perspectives through controversy in history class will contribute to cultivating attitude of respecting the pluralistic values that global citizenship education is oriented. Third, it is necessary to improve and supplement the content of global citizenship education focusing on perspective of history education. It is not just to list the phenomena of various problems caused by globalization, but to explore the causes of the problems through the historical context and to raise the global citizenship who participate actively.

1950년대 일본 역사교육의 국가 통제와 교과서 서술 분석

구경남 ( Kyeong Nam Ku ) 고려대학교 역사연구소 2013 사총 Vol.80 No.-

This article is study for Japanese history text book and a course of study, adopted year 1955 and 1958, affected by government`s reinforced regulation, having connection with back ground of the Japanese society`s towards Right side. Due to the drastic change of international circumstances in the 1950s, the Japanese government promulgated new course of study in 1955, which changed contents in the Social Studies course, a symbol of progressive education policy and this made change for worse the basic frame of a education policy after World War Ⅱ. Thus, the goal of history education in the revised ‘Social Studies’ was not for individuals and citizens in democratic society but bringing up a nation who fulfill ‘national and social qualities required as a member of the society.’ Followed in 1958, full-scale reorganization of a course of study was accomplished and then, ‘a course of study’ noticed as the new document for the curriculum, became the legal background that government can control the school education directly. After then Japanese society became more conservative and right side. This ‘a course of study’ in 1950s, containing the government`s education policy affected education fields through the history text book which forced a nation awareness about history. After all, as the Japanese government changed the ‘a course of study`` which forced to describe wrong and narrow history recognition in the text book, the education policy slipped back to the things before World War Ⅱ. Therefore, as the result of this study of Japanese government`s regulation on history education and depiction in history text book, it seems that debate about amendment of ‘The Country`s Pacifist Constitution’ already began in the 1950s. This make us to know that Japanese government`s education policy affected Japanese society to became more conservative and towards right side seriously.

초등교사의 민주시민교육 이해와 역사교육적 함의

구경남 ( Ku¸ Kyeong-nam ) 역사교육학회 2021 역사교육논집 Vol.78 No.-

This article asks elementary school teachers about the necessity and appropriateness of democratic citizenship education, as well as the educational meaning, and, based on the results, aims to raise the responsibility of elementary school history education for civic education. The study results are summarized as follows. First of all, teachers agreed with the necessity and importance of democratic citizenship education in elementary education, and linked the teaching and learning activity plan with the curriculum and creative experience activities. In this case, the teachers decided that it was appropriate to link with the social studies department. Next, looking at the learning goals and topics of the teachers and the characteristics of the teaching and learning process, the teachers valued the meaning of democracy and the practice of democracy in everyday life and chose universal values such as human rights and peace as learning topics. In addition, educational activities were arranged to encourage students' voluntary participation and practice in the teaching and learning process, and ways to cultivate democratic values and attitudes were sought in the classroom culture. Next, it is necessary to produce teaching and learning materials in various contents and forms for democratic citizenship education. In addition, it is necessary to clearly recognize that the educational activities of teachers who teach universal values such as human rights, peace and democracy are also in line with the goals of school education. Lastly, recent history education in elementary school is trying to break away from the traditional knowledge-centered history class that lists and remembers only historical facts and educational contents centered on national history. This new direction of elementary school history education is in line with the direction of elementary school democratic citizenship education revealed in this article, and it is expected that history classes begin in the lives of students and cultivate democratic values and attitudes.

국가주의를 넘어서 ‘민주시민으로서의 다원적 정체성’ 함양을 위한 역사교육 모색

구경남(Ku, Kyeong Nam) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.19

이 글은 해방 직후부터 현재에 이르기까지 학교 역사교육의 국가주의적 실체를 교육과정 문서와 교과서 내용 분석을 통해 밝히고자 했다. 아래 연구 결과는 다원적 정체성 함양을 위한 역사교육이 현실화하지 못하는 이유를 보다 분명하게 말해주고 있다. 우선 이승만 정부 시기로부터 본격화된 반공국가주의 역사교육은 박정희 정부시기에 확대 강화되었고, 그 흐름은 제5차 교육과정에 이르기까지 유지, 지속되었으며, 현재까지도 여전히 강력한 영향을 미치고 있음을 확인하였다. 다음으로 해방 직후부터 중요시되었던 민족국가주의 역사교육은 1968년 국민교육헌장의 이념의 구현을 목적으로 했던 제3차 교육과정기에 절정에 이른다. 민족주체성을 강조하는 민족 국가주의 역사교육 역시 현실에서 강고하다. 대학수학능력시험에서 필수과목으로 지정된 과목 역시 <한국사>가 유일하다. 그럼에도 불구하고 교육과정 문서 속 학교교육은 반공교육이 통일교육으로, 민족 중시 교육이 민주시민교육으로 전환되는 변화를 겪었다. 학교 교육에서 다원적 가치를 존중하는 역사교육을 상상하는데 걸림돌이 되었던 장벽은 거의 없어진 셈이다. 반공주의, 민족주의 중심의 국가주의 교육으로 점철된 학교 역사교육을 극복하기 위해서는 평화와 상호 공존을 위한 화해와 협력의 역사적 사실을 중요한 내용으로 선정하고, 민족이라는 집단의식을 경계하면서 민주시민으로서의 다원적 정체성을 키울 수 있는 교육 내용을 보다 적극적으로 재구성하여 수업 속에서 실천하는 것이 필요하다. This article aims to clarify the nationalistic reality of school history education from the right after 8·15 Liberation to the present through the analysis of curriculum and textbooks. Below study clarify why history education for the promotion of pluralistic identity as a democratic citizen cannot be realized. First, anti-communist history education, which began in earnest from the Syngman Rhee administration, and the flow was maintained and continued until the 5th National Curriculum. It is confirmed that it still has a strong influence. Next, nationalist history education, which was considered important from the right after 8·15 Liberation, culminated in the 3rd National Curriculum aimed at embodying the ideology of the Charter of National Education in 1968. Nationalist history education, which emphasizes national subjectivity, is also strong in reality. Korean history is the only subject that is designated as a required in the College Scholastic Ability Test. Nevertheless, the school education in the curriculum has undergone a change from anti-communism education to unification education and importance of nation education to democratic citizen education. The barriers to imagining history education that respects pluralistic values in school education are almost gone. Only the realization of the ideal remained. In order to overcome the school history education, which is marked by nationalism education centered on anti-communist and nationalism, the historical facts of reconciliation and cooperation for peace and mutual coexistence are selected as important contents, and to reconstruct and implement education contents that can cultivate pluralistic identity as democratic citizens.

민주시민교육과 마주한 학교 역사교육의 현실과 전망

구경남 ( Ku Kyeong-nam ) 역사교육학회 2021 역사교육논집 Vol.77 No.-

This article contains the diagnosis and prospects of history education, related to democratic citizenship education in schools. Through this, I would like to propose a transition to history education that can contribute to democratic citizenship education. First, the actual situation of ‘misuse and abuse’ of democratic citizenship education in Korea has been reviewed focusing on ‘Korean history’ education since 1945. In addition, it was confirmed that democratic education existed as a 'false name' and even misused and abused in the anti-communist nationalism and excessive nationalism in history education. To overcome this, as a multi-layered or pluralistic subject in the collective society of community, history education must be reconstructed as history of challenging citizen creating new democracy in solidarity between each citizen or among citizens. It should be a history education that contains peace, coexistence, and democratic values.

패전 직후 일본의 ‘평화교육’ 재음미

구경남(Ku Kyeong-nam) 호서사학회 2012 역사와 담론 Vol.0 No.64

패전 직후 일본의 역사교육 쟁점과 대안 모색

구경남(Ku Kyeong-Nam) 호서사학회 2010 역사와 담론 Vol.0 No.56

This study looked into centrally activities of the ‘History Educationalist Conference of Japan(歷敎協)' who tried to find the solution for controversial issues in history education aftermath World War Ⅱ in Japan. Especially, in spite of criticism from history education society, ‘Social Studies Course' which was adopted, as the part of an occupation policy of the 'Allied Military Administration', to overcome the militarist history education of the past, was dramatically accepted, as the name of ‘Social Studies on History Education', by history education society of Japan. In the situation of rapid change in domestic and international, as Japanese education authority was back to reactionary education policy, history education society, showing opposite movement to amendment of ‘Social Studies Course', chose the ‘Social Studies on History Education' which is securing the democracy and international peace. As shown in the reinforcement of patriotic education and authorization of ‘JIYUSHA(自由社)‘ history text book recently, wrong-directed awareness for history and reinforcement of nationalism by Japanese authority is to ruin the value of the democracy and international peace, aimed by 'Social Studies on History Education'. Because ‘Social Studies on History Education' which had been criticizing the militarist history education before the World War Ⅱ and studied as the alternative for it, has been showing that good direction of history education is to aim the universal value and peaceful patriotism. The process of adopting the ‘Social Studies on History Education' in Japan gives us the chance to know the good direction of history education and also gives Japanese authority the cue to solve the problem of history conflict with asian countries.

`2009년 역사교과서 재판`으로 본 역사교육의 정치적 도구화

구경남(Ku, Kyeong-nam) 호서사학회 2014 역사와 담론 Vol.0 No.71

전후 일본 역사교과서의 청일전쟁 서술로 본 反평화주의

구경남(Ku, Kyeong Nam) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.10

이 글은 전후 일본 역사교과서에 서술된 청일전쟁을 분석대상으로 하였다. 먼저 청일전쟁의 원인에 대한 서술을 분석하여 전쟁 당사국인 일본이 주장하는 ‘불가피한 전쟁’론에 대한 논리를 비판적으로 검토하였다. 역사교과서 속 청일전쟁은 전쟁 당 사국이었던 일본의 책임이 철저하게 소거됨으로써 제국주의적 침략성이 전혀 드러나 있지 않았다. 다음으로 청일전쟁의 결과에 대한 서술을 검토하였다. 청일전쟁의 원인과 결과를 기계적으로 분리하는 것이 적절한 지에 대한 논의에 앞서 청일전쟁의 결과가 적극적이고 긍정적으로 서술되고 있는 점이 주목되었기 때문이다. 청일전쟁의 결과에 대한 서술이 학생의 역사인식에 미치는 영향은 상대적으로 매우 중요하다. 전쟁의 결과가 미친 영향을 긍정적으로 묘사하는 것은 미래세대가 과거의 전쟁 에 대해 어떻게 인식하느냐에 따라 앞으로 자신들의 역사적 행위의 정당성을 찾을것이기 때문이다. 일본이 청일전쟁을 통해자국의 국제적 지위가 향상되었다는 관점을 적극적으로 서술한 것은 불가피한 전쟁론을 넘어 자국의 전쟁 행위를 정당화시키 는 反평화주의적 역사교육임이 분명하다. 일본 역사교과서에 드러난 청일전쟁에 대한 서술은 침략전쟁의 성격을 왜곡 은폐하고 나아가 그 전쟁이 자국의 역사발전의 필요불가결한 논리로 포장된 反평화주의라고 할 수 있다. 미래 세대에게 전쟁을 수단으로 한 역사적 행위의 정당성을 긍정적 으로 서술하는 反평화주의적 역사교육은 21세기 동아시아의 평화와 공존을 해치는 걸림돌이 될 수밖에 없다 This article studied for the Sino-Japanese War which was described in Japanese history textbook after World War II. First, by analyzing the description of the cause of Sino-Japanese War, reviewed critically about ‘inevitable war’ asserted by Japan who was party of that War. Sino-Japanese War in the history textbooks did not reveal any invasive imperialism by thoroughly erasing the responsibility of Japan who was party of that war. Next, this article reviewed the results of Sino-Japanese War. Although, it is not possible to separate the causes and consequences of the Sino-Japanese War, it is remarkable that result of Sino-Japanese War was described very positively. The effect to history recognition of student from description of the results of the Sino-Japanese War is very important relatively. Positive description about the result of war will effect future generations finding their righteousness of the historical behavior, depending on how they aware of past wars. It is clear that active description about war improved the country s international status through a Sino-Japanese War is anti pacifist history education, to justify its acts of war over the ‘inevitable war’. Description of the Sino-Japanese War revealed in the Japanese history textbook is aim for covering up and distorting the fact of invasive war, in addition , packing war as the logic of indispensablility for the historical development. Anti-pacifistic history education, which describes to future generations positively about legitimacy of war as historical act, will harm peace and coexistence in East Asia in the 21st century.