일본 역사교과서 서술체제의 변화 -자유발행제에서 검인정제도까지(명치초~현재)-

이충호 ( Choong Ho Lee ) 역사교육학회 2004 역사교육논집 Vol.32 No.-

Before the period of Meiji in Japan, soldiers produced history books in the form of collection of letters to teach their family`s history. History books in the earlier period of Meiji described history from the realistic viewpoint. Free issued history books, which were mainly the translation of western books, were not much distinct from general publications. History textbooks for elementary schools issued by the Ministry of Education of Japan for the first time were `A Brief History (史略)`. As history textbooks were described realistically those times, Japanese emperors were not an object of worship. From the 1880s, the Japanese government`s centralism and intervention brought about control of a textbook system. Japanese textbook system shifted from the return system to the authorization system. In the 1890s history textbooks authorized by the Japanese government were published, but they were not distorted as politically as in recent times. Between 1886 and 1903 the purpose of history education is to make students understand the structure of the country and to strengthen the people`s nationalism. Under the textbook authorization system a portrait of Jinmu the Emperor (神武天皇) appeared in history textbooks, and it gave a strong image to Japanese people of the period of Meiji(明治). For about 40 years from `Textbook Graft Scandal` in 1902, the government-issued textbook system was established in Japan. In this period the Japanese government published seven history textbooks with six of them in the period of Militarism and one of them in the period of the U.S. military rule. The history textbooks showed Japanese militarism represented by a slogan `We are willing to die just for the Emperor.` From 1953 to today the Ministry of Education of Japan has adopted textbook authorization system again. There have been history distortions in textbooks such as a slanted textbook of social studies in 1955, Ienaga textbook trial in 1965, and the distortion of textbooks of Japanese history in 1982 and 1986 which were revised because of a strong protest of Korea and China. In 2001 `New History Textbook` authorized by the Ministry of Education of Japan which included severely distorted history caused a great sensation. In recent times history textbooks of Japan are inclined to describe distorted history with the rebirth of militarism. Although Japan says its history textbooks are described from the viewpoint of Japan and Japanese emperors, the question whether they are described from the perspective of people in general and the world history is being raised. History textbooks of Japan under the government-issued textbook system had an absolute authority because they were used as a common material in history education all over the country, and had a great influence on forming Japanese people`s thought because the content of the textbooks was taught as a truth.

한국사상(韓國思想)(사학(史學)) : 고등학교 「한국사」 교과서의 고대(古代) "불교사(佛敎史)" 서술 검토

박미선 ( Mi Sun Park ) 한국사상문화학회 2011 韓國思想과 文化 Vol.59 No.-

2009년 교육과정 개정안과 2010년 부분 개정안에 따라 2011년부터 기존의 國定 「국사」교과서 대신 6종의 檢定 「한국사」교과서가 고등학교에서 사용되고 있다. 본래 2009년 개정안에서는 국사와 세계사를 결합한 「역사」과목과 교과서를 계획했으며, 이 「역사」는 근현대사를 중심으로 구성하였다. 그러나 2010년 「역사」를 「한국사」로 급히 변경하였고, 그로 인해 전근대사를 추가적으로 서술해야 했다. 결국 기존 「국사」교과서에 서술된 전근대사 내용을 요약·정리하여 「한국사」 교과서에 수록하게 되었고, 이로써 새 교과서는 근현대사와 전근대사의 불균형, 체제의 비통일성 등 많은 문제점을 내포하게 되었다. 이 글에서는 새 교과서에서 고대 불교에 대해 어떻게 서술하고 있는지, 기존 교과서와는 어떤 차별점이 있으며, 또 어떤 문제점이 있는지를 검토해 보고자 한다. 불교는 한국 역사와 문화를 이해하는 키워드로, 특히 불교를 수용하여 한국문화의 한 축으로 형성한 때가 바로 고대이므로 불교문화를 제외하고 고대사를 설명하기도 이해하기도 어렵기 때문이다. 먼저 6종의 검정 교과서를 비교·검토하고, 이를 기존의 국정 국사 교과사와 비교해 보았다. 기존 「국사」는 정치·경제·사회·문화분야로 나누어 서술된 데 비해, 검정 교과서들은 개설적인 서술 방식으로 정치사와 문화사 중심으로 서술하고 있다. 고대 불교에 대한 서술을 비교해 본 결과, 6종의 교과서는 서술 분량에서 차이가 있었고, 그 원인은 불교미술에 대한 서술 분량의 차이에 있었다. 공통적으로 삼국시대에 비해 남북국시대의 불교 서술이 매우 소략하며, 남북국시대 불교를 다루지 않은 교과서도 있었다. 최근에 신라 말 ``禪宗``에 대한 연구가 늘어나고 있는 경향과는 전혀 다른 모습이다. 그 결과 새 교과서 또한 삼국의 ``불교 수용``만 집중적으로 서술하는 태도를 답습하고 있다. 또한 「국사」교과서의 내용을 요약하여 새 교과서에 싣다보니, ``불교문화가 발전했다``와 같은 결론만 서술하거나 불교미술의 종류와 명칭을 ``나열``하는 형태를 보이고 있다. 이러한 서술 방식으로는 학습자들이 역사적 지식을 ``이해``하기란 어려우며, 이해할 수 없는 경우 ``암기``로 이어지게 되고, ``암기``는 곧 학습 부담이 된다. 따라서 내용의 많고 적음을 떠나 ``역사적 판단력 함양``을 역사교육의 목표로 한다면, 단순한 사실의 나열이나 불교미술의 나열이 아닌 시대적·사상적 배경과 因果관계 등 좀더 ``친절한`` 서술 방식이 필요하다. According to the 2009 National Curriculum Amendment and 2010 Partial Amendment, six authorized ``HANKUKSA: Korean History`` textbooks have been used in high school instead of the existing ``KUKSA: National History`` textbook. The original 2009 Amendment had a plan of making ``YUKSA: History`` subject and textbooks by combining the national and world history, centered on the modern and contemporary history. But in 2010, ``YUKSA`` was changed by ``HANKUKSA`` urgently, which made additional description of premodern history inevitable. As a result, the descriptions on premodern history in the existing ``KUKSA`` were summarized and organized to be included in the new ``HANKUKSA``; therefore, the new textbook showed many problems such as the imbalance between premodern and modern-contemporary history and lack of formation-unity. The present study was performed to investigate how the new textbooks describes the Ancient Buddhism, what kinds of difference they show and what kinds of problem they include. Buddhism is the keyword in understanding Korean history and culture, and it was the Ancient Era when the Buddhism was accepted and became the axis of Korean culture. So, we can neither explain nor understand the ancient history except the Buddhist culture, and that is the reason why Buddhism should be centered on. First, six kinds of authorized textbooks were compared one another and then with the existing national Korean history textbooks. Contents of the existing ``KUKSA`` were described by political, economical, social and cultural aspects, but, on the contrary, authorized textbooks were done by centering on the political and cultural history with the method of introductory description. Comparing the description of Ancient Buddhism, quantitative differences were found in six textbooks, especially, those of Buddhist arts. Commonly, the Buddhism descriptions of North and South States Period were rougher and more negligent than the Era of Three States, and even some textbook has no part of North and South States Period Buddhism. It did not match the recent trend that investigating the Zen of late Shilla is steadily increasing. As a result, the new textbooks followed the old trend again which were concentrated on the intensive descriptions of Buddhism embracement in the Era of Three States. Also, because the contents of ``KUKSA`` were summarized and included in the new textbooks, we could find only the conclusion like ``Buddhist arts were developed`` or the lists of categories and names of Buddhist arts. Such descriptions cannot make learners` understood the historical knowledge. If learners cannot understand the knowledge, they will try to ``memorize`` it, which will burden them. So, if the aim of history education is to ``foster the historical judgement`` regardless of the quantity, more ``kind`` method of description is needed by providing the background of the time and ideology and the causal relationship, instead of the lists of simple facts or Buddhist arts.

한ㆍ일 중학교 역사교과서의 근대사 서술 분석

남시학(Nam Si-Hak) 계명사학회 2008 계명사학 Vol.19 No.-

The problem of gloomy past history of Korea and Japan became the source of conflict and antagonism due to the conflicting perception of history in both country. Since 2001, the 'Husosha' textbook written by 'New history textbook producers' meeting' justified the Japanese behavior of invasion rather than reflecting the modern Japanese history dotted with invasion and rule to neighboring countries. Korean history textbook also has limitation in aiming at the historical perception based on the native land-oriented nationalistic viewpoint, the same as the distorted Japanese history textbook though its form is different. In this respect, this study analyzes the relationship between Korea and Japan described in the middle school history textbooks in Korea and Japan. The problems in the history education in both countries and in describing history textbooks are examined. To solve the problems. 'History Opening the Future' textbook written by Korea China Japan Common History Compilation Committee to formulate the Eastern Asia Community 1S reviewed. Analysis of the relationship between Korea and Japan in modern times described in the history textbooks of Japan showed both a positive and negative change. As for positive change, description of Japanese history textbooks about the relationship between Korea and Japan in modern times has been improved little by little. As for negative change, the Husosha textbook appeared in 2001 reflected the conservative right force's distorted perception of history, as it is, to the description of textbook. In describing the modern relation between Korea and Japan and the past war of invasion, it reduced and concealed the violent fact and interpreted the history in narrow-minded and native land-oriented viewpoint. Moreover, the Husosha textbook lowered the rate of selection of the textbook that described Japanese blame and responsibility for the invasion war and war crimes. Analysis of the relationship between Korea and Japan in modern times described in the history textbooks of Korea showed in general the nation and state-oriented description of history The Korean history textbook abused the word 'nation', with its concept not yet defined, and beautified excessively the native people who resisted against Japanese invasion and exploitation. On the other hand, in the section of national campaign, there is hardly no mention about socialists' national campaign, but bourgeois national campaign-oriented. This shows the limitation of the description that aims at bourgeois nationalism. This is a problem related with the government authorization system of Korean history textbook. On the contrary, the 'History Opening the Future' textbook that gives a historical message of peace and coexistence through the realistic description of the miserable history in the standpoint of reflection and reconciliation presents a direction of history education movement for formulating the Eastern Asia Community. Therefore like the publication of textbook, the 'History Opening the Future', a civil solidarity based on the shared mutual understanding and historical recognition in the private level can be enlarged to the political and economical sphere. Furthermore, it is necessary in state level to formulate an international order that enables coexistence beyond the pursuit of native land-oriented profit and the national boundary. It will become a right path enabling the formulation of future-oriented and abundant Eastern Asia Community.

역사교과서 서술 변화의 요인과 교재화

김한종 역사교육학회 2020 역사교육논집 Vol.73 No.-

This study analyzed factors of changed descriptions in history textbooks and explored materializing strategies for history teaching. There are three factors that change the description in history textbooks. The first factor is the historians’ researching achievements. However, even though new research results emerge, it is generally late for the textbook authors to describe them in the textbooks. This is because they tend to postpone to describe changed contents in the textbook until researched findings are acknowledged by academic discipline. The second factor is the difference in historical interpretation. If the national curriculum or standards for history textbook adopts any of interpretations, the descriptions will be changing. However, the textbook author’s own historical interpretation sometimes alters the narrative, and sometimes individual scholar’s opinions are included in the writing textbook criteria or during authorizing the textbook. The third factor is derived from political and social problem. When a social conflict over the contents of history textbook happens or a controversy arises, the textbook authors describe its contents to avoid in a direction being swept away rather than based on their own views or interpretations. Depending on what factor causes the change in the history textbook contents, the strategy for materializing them are different. Changes in the textbook description can be used to help students acquire historical knowledge if they reveal new historical facts or correct misleading facts. Changes in the textbook contents by historical interpretation can be used as the teaching material for students to interpret and evaluate historical facts. This kind of history teaching gives students the experience of ‘doing history’. Changes in the textbook descriptions by the political and social problem can be used as the teaching material for critical reading. In this lesson, the object of critical reading is mainly the national view. However, the author's personal point of view may be included in the change of textbook description. Such change in the textbook descriptions can be read critically. These three factors are not clearly distinguishable, and two or more of them often work at the same time.

남⋅북한 역사 교과서의 독도관련 내용분석

이서영,이상균 영남대학교 독도연구소 2018 독도연구 Vol.- No.24

In the era of Kim Jung Eun, a new history textbook was issued in accordance with the North Korea curriculum reform. In this textbook, we can confirm the content of North Korea's history education on Dokdo which was not included in previous textbooks. In this paper, texts and learning materials related to Dokdo in the contents of North Korea history textbooks were compared with those of South Korea history textbooks. As a result, we could find the following common points in history textbooks of both countries. Both countries emphasize the unfairness of Japanese historical distortion claims. Commonly, the description of Dokdo includes location, chronological guidance, and history distortion. All the maps in the history textbooks depicted the shape of Dokdo. And the portion of Dokdo related parts is similar in both textbooks. Differences in the history textbooks of the two countries are as follows. The North Korea history textbook emphasized the people. South Korea has used a wide variety of learning materials. In the history textbooks of both Koreas, the contents related to Dokdo are common in the Joseon era, but South Korea repeatedly emphasizes it in modern history. In conclusion, I hope that both Koreas can solve the Dokdo issue with a single point of view and will. 김정은 시대, 북한의 교육과정 개편에 따라 발행된 새로운 역사 교과서에는 이전 교과서 에서는 수록되지 않았던 독도에 관한 북한의 역사교육 내용을 확인할 수 있다. 독도에 대한 북한의 역사 인식을 좀 더 자세히 살펴보기 위해 본고에서는 북한 역사 교과서의 내용 중 독도에 관한 텍스트, 학습 자료 등을 남한 역사 교과서와 비교 분석하였다. 그 결과 양 체제의 역사 교과서에서 다음과 같은 공통점을 발견할 수 있었다. 첫째, 남북 한 모두 일본의 역사 왜곡 주장에 대한 부당성을 강조한다. 둘째, 독도에 관한 내용서술의 측면에서는 독도의 위치와 통사적 안내가 제시되고, 일본의 역사왜곡에 대한 문제를 지적하 고 있다. 셋째, 역사 교과서에 수록된 모든 지도에는 독도의 형상이 표현되었으며, 독도를 다루는 비중은 비슷하였다. 양국의 역사 교과서에서 특징적인 차이점은 다음과 같다. 북한 역사 교과서는 인민을 강조해서 인물 위주로 내용을 서술한 반면, 남한 교과서에는 다양한 학습 자료를 통해 내용 이 구성되었다. 남북한 역사 교과서에서 독도 관련 내용은 공통적으로 조선시대를 중심으로 다뤄지는데, 남한의 경우 현대사 시기의 학습단원에서 강조되고 있다. 이상의 공통점과 차이점을 개진하며, 독도에 관해서만은 남․북한이 하나의 관점과 의지로 함께 문제를 해결할 수 있기를 기대한다.

일본중학교 역사교과서의 역사관과 고대사 서술 -2011년 검정통과본의 분석을 중심으로-

나행주 동국대학교 동국역사문화연구소 2011 동국사학 Vol.51 No.-

본고는 2011년 일본 문부성 검정통과본을 대상으로 일본중학교 역사교과서의 역사관과 고대사 서술의 특징을 살펴본 것이다. 무엇보다도 금년에 검정을 통과한 일본중학교용 교과서는 2006년도에 성립된 개정 교육기본법과 이에 기초해 2008년에 새로 제정된 학습지도요령 및 동 해설서가 실제로 적용되는 최초의 사례라는 점에서 주목된다. 따라서 본고에서는 특히 교육기본법 제2조 제5항에 명시된 교육목표(「전통과 문화의 중시」, 「애국심과 애향심」, 「타국 존중」, 「공공의 정신」, 「세계평화와 발전」)와 학습지도요령 및 동 해설서의 영토(독도)관련 사항이 실제 교과서 검정과 서술에 어떻게 반영되어 있고 또한 구체적으로 어떤 영향을 미쳤는지에 유의하면서, 일본우익의 역사관을 대변하는 소위 새역모계 교과서(자유사와 육붕사)의 내용분석을 중심으로 검토했다. 그 결론은 다음과 같이 정리된다. 1. 2011년 검정 통과본 중학교교과서(역사·공민·지리)의 독도관련 기술의 가장 큰 특징은 학습지도요령 해설서의 영토관련 사항의 강조 및 교과서 검정의 결과로서 종래의 기술보다 한층 더 우경화의 경향이 강화되어 있다는 점이다. 즉 새역모계를 포함한 모든 출판사의 교과서가 독도(일본명 다케시마)를 ‘일본고유의 영토이자 이를 한국이 불법으로 점거·점령하고 있다’고 직접적으로 기술하고 있다. 2. 교과서검정의 대표적인 문제점으로서 고조선 관련 서술의 삭제를 들 수 있는데, 이는 자국의 전통과 문화를 지나치게 중시하여 역사의 유구성을 강조한 나머지 그보다 오랜 시기의 이웃나라의 역사에 대한 개악의 사례라 할 수 있다. 3. 일본중학교 교과서(역사·공민) 서술에 나타난 역사관은 전통문화의 중시, 애국심과 도덕의 강조, 국가와 천황의 중시, 자위대의 긍정, 자국의 위협론에 기초한 침략전쟁의 미화와 식민지배의 합리화 등에 그 특징이 있다고 할 수 있다. 아울러 이러한 역사인식에 입각해 한일관계나 한국관련 서술은 임나일본부(고대), 왜구(중세), 임진왜란과 조선통신사(근세), 일본군위안부, 식민지지배 문제 등(근대)으로 대표되는 사항에 있어서 여전히 문제가 있음을 확인할 수 있다. 4. 고대사서술상의 특징은 일본인·일본사회·일본문화·천황제국가 일본의 전통성·유구성·신성성·우수성·주체성을 강조하고 애국심과 도덕심과 자부심을 유도하기 위한 장치로서 신화와 전승의 역사화, 성덕태자상의 창출이 시도되고 있다는 점이며, 동시에 이웃나라에 대한 인식은 중국에 대해서는 대등의식을, 한반도에 대해서는 우월의식을 심어주는 서술로 일관하고 있다는 점이다. 결국, 이러한 내용은 교육기본법이 제시한 또 다른 교육목표인 [이웃나라에 대한 존중]이나 [세계평화와 발전]과는 상당한 거리가 있는 역사서술이며 역사교육이라 할 수 있다. 5. 결국, 일본우익세력의 역사관을 대변하는 새역모계 교과서의 고대사 서술에 나타난 역사관은 여전히 종래의 일본고대사학계의 통설적 입장인 일본서기 사관(조공·헌상·하사·할양), 자국중심사관(대등론과 우위론), 천황중심사관(귀화인·번국관), 견당사중심사관(중국중시·한반도무시)에 머물고 있다고 할 수 있다. 6. 새역모계 교과서 채택률의 급격한 증가와 교과서채택문제를 둘러싸고 야기된 오키나와에서의 지역간 대립과 갈등 사례에 나타나 있는 것처럼, 현재 일본의 역사인식은 국가주의와 세계주의의 대 ... This article was tying to figure out a view of history and ancient history on Japanese historical textbook through an authorized textbooks in 2011. Most of all, middle school textbooks authorized in this year were worth notice as the first case that government guidelines and manuals for teaching actually were applied to the textbook. Consequently, in this article, considering how authorizing textbook and narration in ti not only effectively reflected but also concretely were influenced by educational purpose clarified in the fifth clause of Article 2 of the Fundamentals of Education Act (「importance of tradition and culture」, 「national and local patriotism」, 「respect to other countries」, 「public-spiritedness」, 「peace and development of the world」) and territory part (especially about Dogdo(獨島)) in government guidelines and manuals for teaching, the analysis on contents of textbooks from self-appointed Tsukuru-kai, representing the historical view of Japanese rightist, was intensively investigated. The result is summarized like that;1. The most important character of narration about Dogdo in middle school textbooks authorized in 2011 was that it has much more powerful tendency to turing to the right than previous one. on the other words, textbooks from all publishing company including Tsukuru-kai directly described Dogdo (Takeshima竹島 in Japanese) was illegally occupied by Korea, although it was Japanese territory. 2. The elimination of narration about Gojoseon (古朝鮮) was representative issue in authorizing textbook. It could be interperted as the case that history of a neighboring country (Korean history) was changed for the worse, to emphasize national history from time immemorial with valuing tradition and culture unreasonably. 3. The historical view in narration of middle school textbooks (History/ Civic education) had characters such as glamorization for aggressive war and rationalization about colonial rule based on significance of traditional culture, emphasis of patriotism and morality, importance of nation and Tenno (天皇), positive attitude for Japan Self-Defense Forces (JSDF, 自衛隊), controversy over treat on nation. Thus, resting on this historical view, the narrations about Korea and relationship between Korea and Japan still had considerable problems represented in Imnailbonbu (任那日本府, in antiquity), Japanese pirates (倭寇, in middle ages), Japanese invasion of Korea in 1592 (壬辰倭亂), and Joseon press agency (in modern ages). 4. The characteristic figure of narration for ancient times was it tried to make mythology and legend of history and to create great valuation of Shoutokutaishi (聖德太子). Also it was consistent in equality for China and superiority for Korea as historical awareness about neighboring countries. It was a way Japanese/ Japanese society/ Japanese culture/ Empire of Tenno emphasized tradition/ long history/ celestialness/ excellence/ independence of Japan and enticed patriotism, morality and self-respect. Finally, it seemed the narration and education of history were not match with 「respect to other countries」, 「peace and development of the world」, another educational purpose from the Fundamentals of Education Act. 5. A view of history from narration of ancient time in Tsukuru-kai textbooks, speaking for the Japanese rightist still preserved the historical views, focusing on Nihonshoki (日本書紀), nation, Tenno, Kentoshi (遣唐使). 6. Like confrontation with each region in Okinawa (沖繩) among a boost in adoption of Tsukuru-kai textbook and problem of adopting textbook, current historical view of Japan is disoriented between pursuing tradition, culture, local and nation patriotism and pleading respect to other countries and peace and development of the world, in conflict between nationalism and cosmopolitanism, with matter about making patriot or citizen of the world.

중국 상하이 『역사』교과서 논쟁과 지식인 — 상하이 지역 고등학교 역사교과서의 변화 —

김지훈 중국근현대사학회 2019 중국근현대사연구 Vol.81 No.-

Shanghai has used the History textbook published by Shanghai Education Press since 2003. This high school History textbook describes the contents in the form of theme history from the perspective of history of civilizations, making it different from previous textbooks. However, when the New York Times reported in September 2006 that this new textbook excluded Mao Zedong from the textbook and instead added Bill Gates to it, among other principle news, causing a stir in China. This textbook eventually was disused. Afterwards, since the autumn semester of 2007, Shanghai High Middle School History published by East China Normal University Press has been used. After the Shanghai History textbook incident in September 2006, the Chinese government reinforced the education of Chinese modern and contemporary history, and boosted the control of history textbooks. The government revised the Middle School's History Course Standards, and after controversies, in 2017 incorporated the middle school history textbooks into a state-run single textbook. The High School History Course Standards will publish a single textbook from 2019. Since the spring semester of 2007, China has designated the Outline of Chinese Modern and Contemporary History as a required subject in all universities nationwide, thus emphasizing the people independence and people liberation, and the legitimacy of the Communist Party and socialism of China. In 2017 the Chinese government officially established the National Textbook Committee to guide and oversee matters concerning all nationwide textbooks. China requires university history textbooks to be published as unified textbooks by the Higher Education press so China is planning to use single state-run history textbooks from primary school to university.

기획논문 : 일본중학교 역사교과서의 역사관과 고대사 서술 -2011년 검정통과본의 분석을 중심으로-

나행주 ( Heang Joo Na ) 동국사학회 2011 동국사학 Vol.51 No.-

본고는 2011년 일본 문부성 검정통과본을 대상으로 일본중학교 역사교과서의 역사관과 고대사 서술의 특징을 살펴본 것이다. 무엇보다도 금년에 검정을 통과한 일본중학교용 교과서는 2006년도에 성립된 개정 교육기본법과 이에 기초해 2008년에 새로 제정된 학습지도요령 및 동 해설서가 실제로 적용되는 최초의 사례라는 점에서 주목된다. 따라서 본고에서는 특히 교육기본법 제2조 제5항에 명시된 교육목표(「전통과 문화의 중시」, 「애국심과 애향심」, 「타국 존중」, 「공공의 정신」, 「세계평화와 발전」)와 학습지도요령 및 동 해설서의 영토(독도)관련 사항이 실제 교과서 검정과 서술에 어떻게 반영되어 있고 또한 구체적으로 어떤 영향을 미쳤는지에 유의하면서, 일본우익의 역사관을 대변하는 소위 새역모계 교과서(자유사와 육붕사)의 내용분석을 중심으로 검토했다. 그 결론은 다음과 같이 정리된다. 1. 2011년 검정 통과본 중학교교과서(역사·공민·지리)의 독도관련 기술의 가장 큰 특징은 학습지도요령 해설서의 영토관련 사항의 강조 및 교과서 검정의 결과로서 종래의 기술보다 한층 더 우경화의 경향이 강화되어 있다는 점이다. 즉 새역모계를 포함한 모든 출판사의 교과서가 독도(일본명 다케시마)를 ``일본고유의 영토이자 이를 한국이 불법으로 점거·점령하고 있다``고 직접적으로 기술하고 있다. 2. 교과서검정의 대표적인 문제점으로서 고조선 관련 서술의 삭제를 들 수 있는데, 이는 자국의 전통과 문화를 지나치게 중시하여 역사의 유구성을 강조한 나머지 그보다 오랜 시기의 이웃나라의 역사에 대한 개악의 사례라 할 수 있다. 3. 일본중학교 교과서(역사·공민) 서술에 나타난 역사관은 전통문화의 중시, 애국심과 도덕의 강조, 국가와 천황의 중시, 자위대의 긍정, 자국의 위협론에 기초한 침략전쟁의 미화와 식민지배의 합리화 등에 그 특징이 있다고 할 수 있다. 아울러 이러한 역사인식에 입각해 한일관계나 한국관련 서술은 임나일본부(고대), 왜구(중세), 임진왜란과 조선통신사(근세), 일본군위안부, 식민지지배 문제 등(근대)으로 대표되는 사항에 있어서 여전히 문제가 있음을 확인할 수 있다. 4. 고대사서술상의 특징은 일본인·일본사회·일본문화·천황제국가 일본의 전통성·유구성·신성성·우수성·주체성을 강조하고 애국심과 도덕심과 자부심을 유도하기 위한 장치로서 신화와 전승의 역사화, 성덕태자상의 창출이 시도되고 있다는 점이며, 동시에 이웃나라에 대한 인식은 중국에 대해서는 대등의식을, 한반도에 대해서는 우월의식을 심어주는 서술로 일관하고 있다는 점이다. 결국, 이러한 내용은 교육기본법이 제시한 또 다른 교육목표인 [이웃나라에 대한 존중]이나 [세계평화와 발전]과는 상당한 거리가 있는 역사서술이며 역사교육이라 할 수 있다. 5. 결국, 일본우익세력의 역사관을 대변하는 새역모계 교과서의 고대사 서술에 나타난 역사관은 여전히 종래의 일본고대사학계의 통설적 입장인 일본서기 사관(조공·헌상·하사·할양), 자국중심사관(대등론과 우위론), 천황중심사관(귀화인·번국관), 견당사중심사관(중국중시·한반도무시)에 머물고 있다고 할 수 있다. 6. 새역모계 교과서 채택률의 급격한 증가와 교과서채택문제를 둘러싸고 야기된 오키나와에서의 지역간 대립과 갈등 사례에 나타나 있는 것처럼, 현재 일본의 역사인식은 국가주의와 세계주의의 대립, 애국자(양성)와 세계시민(양성)의 대립, 전통과 문화·애국심과 애향심을 추구하느냐 이웃나라에 대한 존경·세계평화와 발전을 중시하느냐의 갈림길에서 고민하고 방황하고 있는 것이다. This article was tying to figure out a view of history and ancient history on Japanese historical textbook through an authorized textbooks in 2011. Most of all, middle school textbooks authorized in this year were worth notice as the first case that government guidelines and manuals for teaching actually were applied to the textbook. Consequently, in this article, considering how authorizing textbook and narration in ti not only effectively reflected but also concretely were influenced by educational purpose clarified in the fifth clause of Article 2 of the Fundamentals of Education Act (「importance of tradition and culture」, 「national and local patriotism」, 「respect to other countries」, 「public-spiritedness」, 「peace and development of the world」) and territory part (especially about Dogdo(獨島)) in government guidelines and manuals for teaching, the analysis on contents of textbooks from self-appointed Tsukuru-kai, representing the historical view of Japanese rightist, was intensively investigated. The result is summarized like that; 1. The most important character of narration about Dogdo in middle school textbooks authorized in 2011 was that it has much more powerful tendency to turing to the right than previous one. on the other words, textbooks from all publishing company including Tsukuru-kai directly described Dogdo (Takeshima竹島 in Japanese) was illegally occupied by Korea, although it was Japanese territory. 2. The elimination of narration about Gojoseon (古朝鮮) was representative issue in authorizing textbook. It could be interperted as the case that history of a neighboring country (Korean history) was changed for the worse, to emphasize national history from time immemorial with valuing tradition and culture unreasonably. 3. The historical view in narration of middle school textbooks (History/ Civic education) had characters such as glamorization for aggressive war and rationalization about colonial rule based on significance of traditional culture, emphasis of patriotism and morality, importance of nation and Tenno (天皇), positive attitude for Japan Self-Defense Forces (JSDF, 自衛隊), controversy over treat on nation. Thus, resting on this historical view, the narrations about Korea and relationship between Korea and Japan still had considerable problems represented in Imnailbonbu (任那日本府, in antiquity), Japanese pirates (倭寇, in middle ages), Japanese invasion of Korea in 1592 (壬辰倭亂), and Joseon press agency (in modern ages). 4. The characteristic figure of narration for ancient times was it tried to make mythology and legend of history and to create great valuation of Shoutokutaishi (聖德太子). Also it was consistent in equality for China and superiority for Korea as historical awareness about neighboring countries. It was a way Japanese/ Japanese society/ Japanese culture/ Empire of Tenno emphasized tradition/ long history/ celestialness/ excellence/ independence of Japan and enticed patriotism, morality and self-respect. Finally, it seemed the narration and education of history were not match with 「respect to other countries」, 「peace and development of the world」, another educational purpose from the Fundamentals of Education Act. 5. A view of history from narration of ancient time in Tsukuru-kai textbooks, speaking for the Japanese rightist still preserved the historical views, focusing on Nihonshoki (日本書紀), nation, Tenno, Kentoshi (遣唐使). 6. Like confrontation with each region in Okinawa (沖繩) among a boost in adoption of Tsukuru-kai textbook and problem of adopting textbook, current historical view of Japan is disoriented between pursuing tradition, culture, local and nation patriotism and pleading respect to other countries and peace and development of the world, in conflict between nationalism and cosmopolitanism, with matter about making patriot or citizen of the world.

현대중국 역사교과서의 역사

김지훈(Kim, Ji-Hoon) 백산학회 2006 白山學報 Vol.- No.75

For 40 years since the People’s Republic of China had been established, the history textbooks of China were exclusively published and supplied by the people Education Press founded in 1950. However, after China reformed and opened the textbook market to a qualification system, the market entered into competition. About 100 publishing companies in China have published about 3,600 kinds of textbooks by 2004 and they are still intensely competing with each other. The history textbooks of China have been changed over 10 times because they were closely related to the political situation of China. The books were originally based on the Marxism, the Leninism, the Mao Zedong thought, and the dialectical and historical materialism. However, recent history textbooks published after the reformation and opening showed that the ideology in the books had slightly been changed. China had used the programbased system of the Soviet Union style for 50 years, but gradually moved to the curriculum standardbased system of the United America style. In addition, only one textbook of the history was published by the People Education Press before the reformation and opening, but now many different kinds of the textbooks are published. Educational styles have also shifted from an instructional standpoint by teachers to a learning based curriculum for students. Recently published textbooks showed the size of the books was enlarged and the quality of the paper and print was significantly improved; they contained color prints. China changed the history textbook and curriculum and put considerable effort into motivating students to think and study for themselves. The History Curriculum Standard and The History Program are the programs that provide a fundamental guideline for the education and publication of the history textbook of China. China runs a new education curriculum of the 21st century that uses three kinds of History textbooks: Fulltime Mandatory Education of History Curriculum Standard, Fulltime Mandatory Education of History and Society Curriculum Standard I and Fulltime Mandatory Education of History and Society Curriculum Standard II in the middle schools. The high schools use the General High School History Curriculum Standard. According to these national History Curriculum Standards, a variety of the textbooks have been published. China uses several textbooks together published according to the guidelines by The History Curriculum Standard and The History Program. The middle schools use the middle school history textbooks published by the guide lines of The History Program (established in 2000) in 2001 and the high schools use the high school history textbooks passed by the National Qualification Test in 2003. The middle schools also use the Middle School Experimental History Textbooks published by the new History Curriculum Standard in 2001 and the high schools has started to use the experimental textbooks since 2004. There are six national level history books for the middle schools and one for the high schools in China (by February, 2006), which were published by the guidelines of The History Curriculum Standard and The History Program and are being used in all the schools. The experimental textbooks that meet the national standard described in The History Curriculum Standards are fifteen: eleven middle school textbooks (eight including Chinese History and World History and three including History and Society) and four high school textbooks which include History. In addition, some cities such as Shanghai City use unique textbooks for their own local curriculums. The history textbooks have been changed through the establishment of the People’s Republic of China, the Great Leap Forward, the Cultural Revolution and the Reformation and Opening. The historical descriptions of China’s relations with other countries have been changed along with changes in international relationships.

A Comparative Analysis of Historical Writings of the Vietnam War in History Textbooks from Vietnam, the United States, and Korea

Kwon, Tae-Kyoung CHONGSHIN UNIVERSITY 2021 CHONGSHIN REVIEW Vol.26 No.-

This article compares and analyzes descriptions of the Vietnam War in the history textbooks of Korea, merica, and Vietnam and attempts to examine how each country perceives this war. Textbooks are texts through which students and the general public can most easily access history. Also, as countries write history textbooks according to regulated curriculums, they can be material through which the history perceptions of countries can be observed. Comparative analysis of descriptions in the history textbooks of America and Vietnam, parties directly involved in the Vietnam War, and Korea, which was a major combatant nation, are significant in that they examine the present situations of history education, which emphasizes the history of the country in which it is taught, and broaden perspectives on history. Descriptions of the Vietnam War in Vietnamese history textbooks focus on how Vietnam, which was a weaker party, fought against America from nationalistic perspectives. On the other hand, America tried to describe the background, causes, and outcomes of the war from an objective perspective and it also escribed opposing voices of the war at the time to attempt balance in its descriptions. However, it also displays avoidance regarding descriptions of unfavorable aspects of itself through descriptions that USA had no choice in its intervention in the war. In the case of Korea, it understands the Vietnam War within a cold war system. It emphasizes that war outcomes brought economic and military gain and it is inattentive to massacres that occurred during the war. More than anything, there were not many descriptions on the Vietnam War overall. Such differences show that the history textbooks of each country consume the Vietnam War from their own standpoints. However, there are some problems in these perspectives. To properly understand the historical significance of the Vietnam War from sites of history education, it must be observed from perspectives of world history. For this, directions that pursue reconciliation and peace such as joint textbook writing(coediting) from other countries must be searched for.