근대 일본의 동아시아 역사상(歷史像)의 일면 -구와바라 지쓰조(桑原隲藏 1871-1931)의 동양사요(東洋史要) 를 중심으로-

김지훈 ( Ji Hoon Kim ) 수선사학회 2016 史林 Vol.0 No.56

After the Meiji yushin, the Oriental history emerged as the recent-modern history science was created in Japan. As Japan underwent the 1894 (Meiji 27) First Sino-Japanese War and the 1904 Russo-Japanese War, it developed capitalism, and strengthened nationalism in terms of politics and thoughts. In those days, in order to produce and spread the knowledge of the past and present of Asia, Japan introduced the Oriental history science to its school curricula. Japan``s Oriental history science influenced the formation of Japan``s recent-modern history and China``s recent-modern history. Particularly, the Middle School Oriental History by Kuwabara Jitsuzo was translated into the Summary of Oriental History in China, and was used as China``s history textbook, heavily influencing the China``s history education in the early 20th century. Kuwabara``s Middle School Oriental History divided the Oriental history into four periods centered on China, shedding the dynasty- and emperor-oriented chronological description. Also, in its preface, it first explained the human geological environment such as geography and race by taking a description method different from the traditional history description method, influencing the Chinese academia. As the Chinese translated the Middle School Oriental History by Kuwabara into the Summary of Oriental History, they added the foundation-lacking ancient Chinese mythologies to the book. Also, the description of Oriental History by Kuwabara introduced the Mimana Nihonbu theory, etc. then popular in Japan to China, planting a wrong historical perception among Koreans and other neighboring peoples. The Mimana Nihonbu theory, mentioned in The Chronicles of Japan, was introduced to China in the 19th century, and is still described in some university textbooks even today past the 20th century. In the early 20th century, with Chinese``s traditional Chinese mentality still remaining, the Japanese view-based Oriental history science apparently contributed to the Chinese distorting their perception of their neighboring nations.

한국의 문화 : 경성제국대학 안의 "동양사학" - 학문제도,문화사적 측면에서 -

박광현 ( Kwang Hyeon Park ) 한국사상문화학회 2005 韓國思想과 文化 Vol.31 No.-

경성제국대학 출신의 조선인 동양사학 전공자의 의식 속에 동양사학은 "국사학"이라는 권력과 잠재적 "국사학"=조선사학이라는 상상 사이의 중간지점에 있었다. 그들이 식민지 학문의 중추 역할을 맡았던 경성제대 출신이었기 때문에, 그런 학문의 권력 문제와 관련한 고민을 더욱 심각하게 받아들였는지 모른다. 그들은 "동양사학" 출신자라는 학문적 동질감을 느끼지 못했기 때문에, 다른 학과와 달리 자신들만의 학술공간을 만들지도 못했다. 그와 같은 동양사학 전공자로서의 정체성은 그들의 독립 이후 활동과 지위에서도 잘 나타난다. 그들은 동양사학자의 지위에서뿐만 아니라, 대한민국 건국과 함께 대학과 문부 행정에서 오히려 ``국사학=한국사학`` 건설에 깊이 관여하게 된다. 1970년대에 들어서는 동양사연구자들 사이에서 동양사를 "조선 및 인접 지역을 대상으로 했던 이른바 조선학의 연구전통" 위에 "국사의 외연이나 관계사의 일환"으로 여기는 태도에서 벗어나야 한다고 비판하는 결과에 이른다. 그런 자기반성의 중심에는 이 대학의 출신자들이 있었다. 그들은 경성제대 사학과의 전공편성과 관련한 정치성의 자장으로부터 결코 자유로울 수 없는 존재였다. 따라서 그들의 존재는 한국의 동양사학 성립 과정에서 상징적이라고 할 것이다. When founded, Kyungsung(Keizo) Imperial University set it a goal to define the distinctive orientalism of Joseon based on cultural relationships with Japan and China. This is explained well by how Historical Studies department was organized. There were three majors including National History(that is Japanese History), Joseon History and Oriental History in that department. This was framed through modeling three major system in Imperial University in Japan while Joseon History major was included with World History left out. This disciplinary organization reflects how they tried to make this university as the supreme one in ``Japan empire`` as well as the center of ``oriental cultural studies``. Among three majors, Oriental History was considered as the most important one. It is notable that the consciousness of Korean students majoring in Oriental History was posited in a conflicting intermediate terrain between ``Japan History`` as power and ``Korean History`` as potential. They couldn`t help but doubt that their education and work were related to imperial power as the Kyungsung university played an important role in colonial studies. Obviously, the Korean students didn`t identified themselves with ``Oriental History`` in the university so that they couldn`t harbour their ambition of enlarging their work. Their unique identities as Oriental History scholars had a particular effect on the position that they occupied after the liberation of Joseon. They had instrumental in setting up National History(Korean History) as a new discipline under the establishment of the Republic of Korea. Since then, they continued to play important roles in that field. However, during 1970s the disciplinary scheme ran into the criticism from many researchers on the ground that it was narrowing Oriental History as a field by confining it to only "Korean History and other related countries` histories with it" and it came from colonial educational system, especially in Kyungsung Imperial University. Several researchers in favour of this criticism were in fact graduates of this university. And they were even right in the center of this criticism. In sum, they couldn`t stay away from the politics related with the disciplinary system coined in that university. Their positions stands as symbolic ones on the process of reestablishing Oriental History as a disciplinary in Korea.

일본 동양사학의 계보와 ‘실증’주의의 스펙트럼 -이케우치 히로시(池內宏)의 ‘만선사(滿鮮史)’ 연구를 중심으로-

박준형 ( Park Junhyung ) 이화여자대학교 한국문화연구원 2018 한국문화연구 Vol.34 No.-

본 논문은 이케우치 히로시(池內宏)의 ‘만선사’ 연구를 중심으로 근대 일본의 동양사학의 계보를 재검토한 것이다. ‘전후 조선사학’을 이끈하타다 다카시는 전전의 동양사학, 특히 ‘만선사’를 인간 부재의 역사학이라 비판하고, 나아가 실증에만 천착하는 순수 학문의 존립 가능성에까지 의문을 제기하였다. 이때 대표적 인물 중 하나로 꼽았던 것이 자신의 스승이기도 했던 이케우치 히로시이다. 이케우치를 중심으로 일본 동양사학의 계보를 작성해 보면, 그 시원은 시라토리 구라키치(白鳥庫吉)와 루드비히 리스(Ludwig Riess)를 매개로 랑케까지 거슬러 올라갈 수 있다. 잘 알려진 바와 같이 이 계보를 따라 근대 과학으로서의 ‘실증’주의가 일본에 수용되었는데, 시라토리는 랑케의 ‘실증’주의뿐만 아니라 그의 역사철학을 통해 천황제 국가 일본을 국민국가로 진화하는 역사적 존재로 자리매김하고자 했다. 시라토리는 학문에 있어서도 오로지 학문을 위해 탐구를 행하는 순수성뿐만 아니라 국가의 필요에 봉사할 수 있는 실효성을 강조했으며, 이러한 이중적 태도는 일본동양사학의 제2세대인 이케우치와 이나바 이와키치(稻葉岩吉)에게 각각 계승되었다. 즉 이나바는 정세적 요구에 응답하는 차원에서 학문을 수행하려했던 데 반해, 이케우치는 학문의 실효성 자리를 나름의 ‘합리주의’로 대체하면서 자신만의 ‘실증사학’을 발전시켜 나갔다. 하타다 다카시(旗田巍)는 이케우치의 ‘합리주의’를 “일종의 논리학”이라고 비판했으나, 이케우치를 떠나 만철에 입사하여 그가 담당했던 일 또한 실증을 위한 현지 조사였다. 이처럼 ‘실증’주의는 다양한 논의들과 결합하면서 폭 넓은 스펙트럼을 형성하였다. 따라서 ‘실증’주의의 경계는 애매모호할 수밖에 없으며, 그 경계를 긋는 행위 자체가 사실은 정치적일 수 있는 것이다. This article reviews the genealogy of Oriental History in modern Japan, focusing on Ikeuchi Hiroshi(池內宏)’s studies of Manchurian-Korean History (滿鮮史). Hatada Takashi(旗田巍) who led the study of Korean history in post-war Japan, criticized Oriental History which was studied during the pre-war era, especially the specialty of Manchurian-Korean History. Further, he questioned the academic integrity that strives only for actual, empirical proof. Incidentally, it was Takashi’s teacher, Ikeuchi Hiroshi, who he presented as one of the representatives. The origin of Japanese Oriental History’s genealogy centering on Ikeuchi Hiroshi can be traced back to the famous German historian, Leopold von Ranke, through the works of Ludwig Riess and Shiratori Kurakichi(白鳥倉吉). As is well recognized, historical factualism as a scientific approach entered Japan through this genealogical route. By using historical factualism, informed by von Ranke’s historical philosophy, Shiratori tried to position the Japanese Empire as an historical entity that evolved into a nation state. Even from an academic perspective, Shiratori emphasized academic integrity in the study of history to meet the needs of the state in addition to study for purely academic purposes. Shiratori’s dual perspective was passed on to Ikeuchi and Inaba Iwakichi(稻葉岩吉), the second generation of Japanese Oriental History specialists. While Inaba attempted to pursue academic tasks within the context of the political situation, Ikeuchi developed his own factual history by replacing the effectiveness of the academic approach with rationalism. Hatada criticized Ikeuchi’s rationalism as being closer to logic than history, but his work, when he joined the South Manchuria Railway Co., LTD(南滿洲鐵道株式會社), was a field survey completed for the purpose of providing empirical proof. In this way, historical factualism, which was combined with various discourses, formed a broad spectrum. Therefore, its boundaries were ambiguous, and the act of drawing those boundaries could be based on political factors.

중국에는 역사가 없는가? -지나사, 동양사에서 중국사에 이르기까지-

황동란 ( Dong Lan Huang ) 한림과학원 2011 개념과 소통 Vol.0 No.8

본고에서는 우선 나카 미치요(那珂通世)의 『지나통사(支那通史)』와 구와바라지쓰조(桑原?藏)의 『중등동양사(中等東洋史)』라는 두 텍스트를 대상으로 메이지(明治) 시기 일본의 지나사와 동양사의 중국/동아시아 역사서술의 특징을 살펴보았다. 전자는 영국과 프랑스의 문명사관의 영향을 받아, 중국은 찬란한 고대문화를 가지고 있지만 진(秦)나라 이후 정체되어 발전하지 못하였다고 여겼다. 후자는 랑케를 대표로 하는 독일 근대사학의 민족사 서술을 계승하여, 중국을 포함하는 "동아시아"의 역사를 한족 및 주변의 여러 민족 사이의 경쟁사로 서술하였다. 다음, 청조 말기의 사학자 천칭녠(陳慶年)의 『중국역사교과서(中國歷史敎科書)』가 구와바라 지쓰조의 『중등동양사』를 수정하고 청조 학부에서 천칭녠의 개정본을 수정함으로써 "동양사"가 청조 정부가 인정하고 광범위하게 유통되는 공공지식의 "중국사"로 변하는 과정을 살펴보았다. 천칭녠은 중국의 전통적인 화이질서와 정통사관에 근거하여 구와바라 원저의 중원 왕조와 주변의 관계를 주종으로 나누지 않는 "동양사" 서술을, 중원 왕조를 주로 하고 주변을 종으로 하며 중원왕조를 정통으로 하고 주변을 비정통으로 하는 "중국사" 서술로 바꾸었다. The purpose of this article is to investigate how Chinese history was described in Meiji Japan and late Imperial China under the influence of modern European historiography. Firstly, the author surveyed the formation of Japan`s historical descriptions of China and East Asia by analyzing two popular textbooks of Chinese history published at the end of 19th century: a Brief History of China written by Michiyo Naka, and Secondary Oriental History Textbook by Jitsuzo Kuwabara. Naka, a student of Yukichi Fukuzawa, who was influenced by the progressive views of history from England and France, thought China had a glorious ancient times but had remained unchanging since the Qing Dynasty. On the other hand, Kuwabara, grounded in German historian L. Ranke`s nationalistic view of history, described the Oriental History as a history of fight and conflict among Han Chinese and their surrounding ethnic groups. Secondly, the author analyzed the Textbook of Chinese History written by Chen Qingnian, a historian in late Qing period. Chen based his work on Kuwabara`s Oriental History but rewrote it into a Chinese history in accordance with the traditional Confucian thought of Huayi (suzerain- subject relationship between China and the surrounding areas). Differing from Kuwabara, who mapped out the Chinese dynasties and its surroundings equivalently, Chen described the Chinese dynasties to be superior to the surroundings. After being revised in more than 400 places according to the orders of the Qing government, Chen`s book was approved as an authorized textbook and played a role in the formation of Chinese national identity in the early 20th century.

교수요목에 의거한 ‘이웃나라 역사’ 교과서의 발간과 그 구성

朴振東(Park Jin-Dong) 역사교육연구회 2008 역사교육 Vol.106 No.-

This study examined the early education of Neighbors History through Syllabus for Social Studies in secondly school in 1948 and textbooks published thereafter. The syllabus, the first national curriculum document, was formed at the period of the United States Army Military Government in Korea(USAMGIK) and applied in the early days of the Republic of Korea. Therefore, examination of the syllabus would help us to understand the developing stage of world history education in Korea. The analyses of the syllabus and textbooks lead to following conclusions; First, the syllabus for middle school was organized in terms of Oriental, Western and Korean history. Even though history was under the roof of social studies, it was taught independent from other social studies subjects. The 1st graders of middle school began to team oriental history based on their prior learning of Korean history in elementary school. Second, the syllabus put emphasis on the relevance to contemporary world and problem solving capacity as well as temporal order of historical events. Third, the syllabus organized its contents in terms of time and place. However, it turned out to have inconsistent content organization. The pages and perspective demonstrate its focus on the Chinese history, which remains a critical issue up to this point. Four, most of textbook authors were university faculties, majoring Oriental history. However, they could not but ask help from Korean history or Western history majors because of the shortage of human resources. Five, the textbooks could be published after authorization, Page numbers, contents, and representations of textbooks were various depending on publishing companies. The authorized textbooks paid little attention to the history of India, West Asia, Japan and contemporary history and included none other than factual explanations. Finally, the textbooks strove to meet cognitive levels and learning needs of students, which was of no avail. In spite of poor quality, it is worthy to note that the textbooks included references and problems for lessons.

수업 재구성을 통해 본 역사 교사 지식

윤지양 ( Yun Ji-yang ) 역사교육학회 2017 역사교육논집 Vol.62 No.-

While there may be differences in the extents, all history teachers reconstruct their classes. Especially, after the introduction of the 7th Curriculum, the paradigm of education has been changed, and the autonomy of the educational entities has extended greatly in teaching and learning processes. For this, the trend is becoming stronger, where the teachers as not seen as the deliverer of knowledge but as the decision maker, modifier of knowledge, and active creator of contents. In history education, reconstruction of class has been an important matter. The variability of the knowledge on history itself, the potentiality, and the descriptive nature were pointed as the reasons why reconstruction of class is needed. It has also been emphasized as the process of discussing the history teachers professionalism and making a better history class. Also, reconstruction is also needed to embrace various demands for changes in history education in the field. For this reason, the history teachers should use their expertise and skills to reconstruct the classes in order to serve the specific situations of their own. It has become a very import task for the teachers, how they should decide the contents and methods of the education, practice them, and evaluate them. If so, what is the decisive factor that affect the reconstruction of class? There would be beyond doubt that they are the teachers. The teachers, in the process of class reconstruction, use their best judgment, choices, and their knowledge on the internal and external factors in the class room. There, this complicated set of evaluations is affected by the cognitive function of the teachers, and the key factor in this process is nothing other than the expert knowledge base of the teachers. That is, the key factor of the reconstruction classes is the `knowledge of the teacher.` Until now, there have been many attempts to analyze the knowledge of history teachers, and the cognitive basis of history teachers was presented in the theoretical aspect. Through studies on actual teaching cases, it was attempted to solidify the knowledge of history teachers, and it was attempted to explain the teachers professionalism through this. Also, as a strategy to train future teachers, it was attempted to evaluate the knowledge of teachers, as well. The achievements from these studies are as follows; the knowledge of history teachers that could affect the reconstruction of the classes can be classified into four domains. First, in all studies, the knowledge on the contents of the history subject had the highest ratio. Second, knowledge on the pedagogy and teaching method for the history classes are necessary. Third, the reconstruction of class reflects the understanding of the teacher on the students, or the understanding on the classroom or the school situation. Lastly, in the case of history subject, the philosophical basis of the teacher is emphasized. Based on this, the cognitive background of a history teacher can be referred to as the `history teacher knowledge.` Based on the discussions above, in this study, the knowledge characteristics of three history teachers were analyzed through the actual cases of reconstruction of class. The three sample teachers had the opportunities to reconstruct the history classes through years of research group activities. Therefore, they provided good examples to understand the history teacher knowledge. By examining the process of reconstruction of the three different teachers for the same topic, it was possible to see the history teacher knowledge at work in the four aspects of history teacher knowledge, such as the history knowledge, history teaching method, understanding of the student, and history class orientation. The examination of the history teacher knowledge at work in making choices and judgements for the process of reconstruction the class would provide useful ideas to other history teachers in their reconstruction works. And, it would be helpful for enhancing the expertise and finding concrete evidences.

특집논문 5 : 원광대학교 한의과대학의 의학사교육

강연석 ( Yeon Seok Kang ) 연세대학교 의과대학 의사학과 의학사연구소 2010 연세의사학 Vol.13 No.2

Wonkwang University’s Oriental Medicine College’s Department of Medical History has added great variety to its course since 2009. First, Chinese medical history is taught during the first semester, and Korean medical history is taught during the second semester, extending the Korean medical history class. Second, we have strengthened the Korean medical history course by delivering research results from the past 10 years. Third, we have emphasized looking back on oneself and having critical consciousness as a major objective throughout the course. Fourth, we have challenged students to get rid of their preconceptions and not form a unilateral view of history. Fifth, we have discovered some texts from medical history, which can solve urgent problems in Oriental medicine, and can help develop responsibility and leadership in physicians. We have devoted more lecture time to this, and we have rejected teaching ideas based on theoretical history and medical books, which took up too much time before. Sixth, we have given a high percentage of the grades to team projects and self-directed study. Finally, we have de-emphasized memorization and have added questions to test critical thinking, a more important quality, in the final exam. Fortunately, through the survey conducted in December 2010, we could see that there was a difference between the 2008 and 2009 medical history courses, and a correspondingly higher satisfaction level for the students, which means the changes were positive.

한국에서의 일본건축사 연구 경향

김경표 충북대학교 건설기술연구소 2002 建設技術論文集 Vol.21 No.2

In order to study Korean architectural history, it is required that the architecture of neighboring countries also be considered. Currently, the study of Japanese architectural history is seriously needed to systemize studies in Korean architecture. This study analyzed the research results of Japanese architectural history in Korean academia, identified assignments in the present, and looked at future directions for studies in Japanese architectural history. Negative sentiment for Japan among Korean is inherent even in the historical study of architecture. From Korea's liberation from Japanese colonial occupation in 1945 to the early 1970's, the study of Japanese architecture was rarely pursued. It seems that the subject of Japanese architecture was avoided intentionally. At the end of 1970's though, a few theses were written by private scholars. In the 1980's, there were a few theses on Buddhist temples and pagodas, etc, which emphasized Oriental architecture and the necessity for understanding the architecture of Korea, China, and Japan. From the 1990's, various studies of Japanese architectural history were found in research articles from academic societies, graduate theses, and in translations. However, the number of these studies was very limited, as compared to other areas. There have been only two approaches in the study of Japanese architecture : the historical approach and cultural anthropological approach. The study of Japanese architectural history was avoided immediately following Korea's liberation from Japanese colonial occupation. This was due in part by Korea's negative sentiment towards Japan. Until now, the country has adopted a nationalistic point of view and has emphasized the advancement and study of ancient Korean architecture. In addition, it has focused on how Korean architecture had an influence of Japanese architecture. In short, it failed to reach objectivity, the essence of historical study. In other words, what is needed is to view Japanese architectural history, not from the perspective of Korean architectural history, but from the perspective of Japanese history and culture alone. Study concerning the essence of Japanese architectural history is now required. Scientific study is desperately needed. In conclusion, the study of Japanese architectural history should not pay attention to toe influential factors of ancient Korean architecture any more. Rather, it should try to analyze how Korean styles have been integrated into Japanese ones and what the results of this integration fulminate in. In addition, the objective study of Japanese architecture itself including local factors of Japanese architecture, elements from Southeast Asia, elements from Southern and Northern regions of China, and elements from Siberia, etc. should be pursued. These studies will enable scholars to identify the substance of Korean architectural history as well as the essence of Japanese architectural history.

동아시아 지역사 서술의 현황과 과제 - 고등학교 『동아시아사』(2012) 근현대 부분을 중심으로 -

유용태 동북아역사재단 2013 東北亞歷史論叢 Vol.- No.40

In this article the Korean high school textbooks for“History of East Asia” published in 2012 and their curriculum were analyzed to examine the present situation and the task of narrating regional history with a focus on modern history. The main purpose of regional history is to foster a historical consciousness which regards highly coexistence and peace by overcoming a dichotomy of the national history and world history, and by simultaneous understanding of a mutual association within the region of East Asia and the distinctiveness of each nation. The curriculum of East Asian history presented three elements as criteria for selecting contents. These were common or correlated elements, elements showing diversity, and elements of exchange and conflict. Two textbooks show different narrations of the above elements. The textbook published by Chunjae Education Inc. presents thematically related contents together, which allows readers to connect or compare the situations of Korea, China, and Japan by themselves. The textbook published by Kyohak Publishing Co. shows narration divided by each country with an emphasis on the history of international relations which attempts to complement a limitation of a single country’s history. These textbooks include the history of the native country as a part of the regional history, which led to an opportunity to relativize a nativecountry-centrism, which is a new aspect that was not seen in the existing textbooks of world history and Korean history. It would be the best if Korea’s East Asian history can boost the atmosphere that changes “victims competition” into “introspection competition” in each country. These two textbooks still have a long way to go to provide more appropriate contents as regional history. This can be achieved by emphasizing the following three tasks. First, narrate the formation process of a nation-state by extending it to the end ofWorld War Two,but do not limit the time before World War One. The second task is to enhance the level of connection and comparison and to have expanded applications of this view simultaneously when narrating each topic. The third task is to face the expansion-aimed empire which alienates East Asia and is the principal offender that has suppressed human living conditions, and to overcome it. When the principles and the direction of narrating East Asian history are desirably set, the textbooks can be improved by continued modification and supplementation to develop proper regional history textbooks. The historical research should proceed toward overcoming the structure and logic of the “Oriental history” (J. Tōyōshi ) originated by the modern empire of Japan. One may expect that Korean East Asian history education can establish an “(East) Asian history” which will replace the “Oriental history” that has been shared by Korea and China.

2015 초등 역사 교육과정에 대한 교사의 인식과 학생의 역사 이해

박선경 역사교육학회 2020 역사교육논집 Vol.74 No.-

The 2015 Elementary History Curriculum is defined by ‘the restructuring of content surrounding the key concepts’, ‘topic-oriented integrated composition’, ‘topic-based composition centered around historical figures and cultural history’, and ‘the distributed arrangement of prehistoric age and contemporary history’. However, the researchers of history education went further to highlight the key concepts in which the academic structure and essence of the subject are not disclosed. They also identified the mechanical association lacking contextuality, the emphasis on national history and the reduction of life history, and the application of the expanding environmental approach to the history field, as issues associated with the 2015 Elementary History Curriculum. This study would examine the responses of students and teachers concerning the difficulties raised with regards to the 2015 Elementary History Curriculum by the department of history education. As a result of interviews conducted among teachers and students, most teachers acknowledged that the key concepts of the elementary history curriculum, only include concrete historical facts. They indicated that the amount of learning had increased excessively, and knowledge- oriented history classes were provided. The teachers agreed on the use of the integrated approach in social studies, in addition to the purpose and direction of local history education for third and fourth grade students. Even so, they encountered various obstacles in preparing an appropriate teaching method. There was found to be a considerable number of teachers who agreed that history education should promote national identity, as well as those concerned about the problems caused by instilling patriotism through history education. The third graders could easily understand the prehistoric age through stories; however, no meaningful learning took place concerning the evolution of tools without historical context. As the fourth graders had recently encountered Korean history from various paths, they found national history to be more interesting than local history. The fifth graders did not understand the actions of historical figures in the context. They had difficulties in learning about cultural properties, since the terms were unfamiliar, and they did not encounter them often in their everyday lives. The sixth graders had a strong tendency to think of history as a subject that needed to be memorized and did not understand the flow of Korean history accurately. This kind of perspective toward history can be attributed to the ill-considered revision of the curriculum. Lastly, this study has the following proposals for elementary school history education: First, it is necessary to change the current curriculum, which requires students to memorize knowledge to one that creates opportunities for historical inquiry. Secondly, elementary school history classes should be a venue for students to experience and learn about history in a vivid and captivating manner. Thirdly, it is necessary to pay more attention to life history. Empty history education, which does not represent the dynamic lives of people, is a significant obstacle to students’ acceptance of meaningful history.