역사 없는 역사교육 - 갈림길 위의 역사교육학을 위한 제언 -

임병철 한국역사교육학회 2018 역사교육연구 Vol.- No.31

This is a historiographical essay which critically reviews two recently published works. In doing so, it aims to evaluate some important arguments concerning the purpose and value of history education proposed within the field of history education. The first work, The Logic of Historical Epistemology and History Education, by paying attention to the subjectivity inherent in history itself, contends that history education should be the socalled humanities education which teaches epistemological procedure and process of historians. Unlike this disciplinecentered perspective, the second work, History Education for the Democratic Society and Citizens, keeps an eye on the public function of education and underscores the turn of history education toward the citizen education or the education viewed from the citizen. Despite this apparent discrepancy, however, two works are not much different from each other, because they all premise a purposeful value and insist to lead students to it. In addition, both works either mythify history as a sort of the almighty key or treat it as a simple educational tool so that they run the risk of foreclosing history out of history eduction. By focusing on these problems, this study proposes to study the history of history education for the development of history education as an academic discipline. 이 글은 최근 서로 다른 관점에서 출판된 두 역사교육 논저를 중심으로 역사교육의 목적과 가치와 관련되어 역사교육계에서 이루어진 중요한 논의들을 검토한 비평적 시론이다. 먼저 『역사 인식의 논리와 역사교육』은 역사 고유의 주관성에 주목하면서, 역사교육이 역사가의 인식 과정이나 절차를 가르치는 이른바 인문교육이 되어야 한다고 강조한다. 이러한 학문주의적 경향과 달리, 『민주사회와 시민을 위한 역사교육』은 교육의 공적 기능에 천착하며 시민 양성이나 시민적 관점에서 본 역사교육으로의 전환을 주장한다. 그러나 이러한 차이에도 불구하고, 두 저작은 모두 특정한 ‘가치’를 전제하고 그것을 중심으로 학생들을 교육해야 한다고 주장하는 점에서 크게 다르지 않다. 또한 이들은 역사를 신화화하거나 교육의 단순한 도구로 제한함으로써 자칫 역사교육에서 역사를 배제하는 위험성 또한 내포한다. 이러한 문제에 주목하면서, 본고는 우리 역사교육의 논의를 확대하고 발전시키는 방안으로서 ‘역사교육학의 역사’를 고구할 것을 제안한다.

제국시기(1871-1914) 독일 교육사의 동향

유진영 ( Jin Young Yu ) 한국교육사학회 2011 한국교육사학 Vol.33 No.1

본고에서는 독일 역사의 시기 중에서 독일 제국시기(1871-1918)를 다룬 교육사의 동향을 알아보았다. 독일 제국 시기는 역사적으로 또한 교육사적으로 매우 중요한 의미를 가진다. 현재의 독일인의 정체성 형성과 교육제도의 근간을 제공하기 때문이다. II장과 III장에서 독일제국시기의 교육사를 다룬 교육사 학계의 관련 학술지와『독일교육사 교본 IV』를 살펴봄으로써 제국시기의 교육사 주제들과 연구사 정리에서 나타나는 특징들을 살펴보았다. 특히 제국 시기의 교육사적 중요성을 드러내주는 주제로서 일반교육분야와 기술교육분야를 살펴보았고, 연구주제와 연구경향에 대한 비판점을 알아보았다. IV장에서는 독일 제국시기의 역사서술의 동향을 살펴보면서 교육사 연구동향의 변화도 함께 비교, 대조하였다. 역사서술방향이 교육사 연구동향에 미치는 영향을 관찰하기 위해 2000년 전후의 연구주제들이 어떻게 변화하였는지도 알아보았다. 끝으로 이러한 사실을 바탕으로 하여 앞으로 교육사 연구 분야에서 새로이 재고되어야 할 점을 제시하였다. 그것은 독일의 교육사연구는 연구주제와 방법론의 다양화를 위해 다른 인접 학문들, 교육학, 역사학, 경제학 및 교육심리학, 교육사회학, 교육철학, 성인교육학, 직업교육학과 특수교육학 등과의 연계가 필요하다는 점이었다. This study focuses on the tendency of History of Education during the German Empire (1871-1914), because the education in this period is very related to the present educational system in Germany. I analysed various themes and points of views from the book "Handbook for German History of Education IV" and from three representative journals on History of Education in Germany, "Historische Bildungsforschung", "Zeitschrift fur p?dagogische Historiographie", and "Jahrbuch fur Universitatsgeschichte". As a result I have found that the tendency of History of Education dealing with the period, the German Empire has mostly been influenced from trends of History. For instance, through the History of technical-vocational education part I found various trends of History of Education like political History of Education, economic History of Education, social History of Education, autobiographical History of Education etc. In conclusion, I came up with suggestions on what needs to be considered and changed in the existing researches on the trends of History of Education in Germany. The research for History of Education needs to be more intensive in relation, not only with history, but also with other human science fields like pedagogy, economics, psychology etc. due to various complicated topics and abstract descriptions in existing researches.

민주시민교육과 새로운 지역사 교육

허영란 역사교육학회 2020 역사교육논집 Vol.75 No.-

If history education is defined as value or identity education in a narrow sense, there is a big possibility that it will not be compatible with civic education. It is because the goal of civic education is to help students cultivate their independent thinking competence, critical analysis, and judgment capability. It is thus needed to explore the possibilities of history education that can be combined with civic education while keeping its original characteristics. This study examined the possibilities of "new local history" as part of history education to practice civic education. It pointed out limitations with traditional history education focused on the history of state and center, structure and politics, and the ruling class and provided specific problematic consciousness and research in "local history." In "new local history," "local" areas are perceived anew as historical places established through various exchanges and practices. Hybrid characteristics found in the past of local areas are also incorporated into historical narratives. This approach allows students to look at "places where I live" as specific historical places and realize that their families and communities as well as they themselves are the subjects of (local) history. They can thus have vivid experiences of plural understanding of history and its real examples connected to education for democratic citizenship. One of the prominent methods for local history education is oral history education based on the collaboration work of students, teachers, and interviewees. Students can find history familiar as they participate in oral history education about familiar places and near past. They can also check historical interpretations that change according to the positions and perspectives of interviewees and relativist viewpoints intervening in them. In this process of oral history education, they are able to understand history in plural ways and further cultivate autonomous and critical thinking and criticism, communication skills, and problem-solving capabilities sought after in education for democratic citizenship. Despite such educational effects expected from oral history education, however, one should be careful about the risk of misleading students or leading them to extreme relativism.

의사학 교육 80년, 역사와 현황

이상미,예병일 대한의사학회 2023 醫史學 Vol.32 No.1

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

역사교육의 정치적 성격과 다양성 논의

김종준 역사교육학회 2016 역사교육논집 Vol.58 No.-

This study was planned to examine whether the history community and the history education community made proper responses in the process from the controversy over the authorization of “Korean History” textbook by Kyohak Publishing to the controversy over the government designation of history textbooks. The investigator believes that there are two confrontation lines in those controversies. The academic circles made very active responses in the first line whose goals were to keep certain textbooks from getting authorized in an unfair manner and prevent the government designation of history textbooks. Once the true nature of massive hostile force whose presence was revealed outside the academic circles was confirmed, they addressed their internal cracks and conflicts and have confronted the force in such solidarity. There has been, however, another line within the academic circles, and it has something to do with whether the old academic circles have no problem in terms of essence of historical studies and history education. The investigator cited “politicity” and “diversity” as the aspects where the two lines are linked together and as the keywords that both the history and history education community should place importance on in the future. What is the essence of history education? The answer first should include a pursuit of intrinsic values of history education itself such as historical thinking and insight cultivation. History education can be a means of pursuing extrinsic values within the scope of its essential elements not being damaged. All sorts of various political and social forces have their requirements for history education as well as the history, history education, and education communities, which phenomenon is not wrong itself since all types of historical studies and history education cannot escape from the contemporary perspectives that inevitably contain the political judgments of each force. They should be, however, careful as excessive contemporary perspectives and political judgments can distort historical facts and further hinder the pursuit of intrinsic values of history education. When someone insists that certain content should not be taught to students, his or her insistence reflects the speaker's objectives of history education, which include his or her political positions. A political(or contemporary) perspective is projected onto the arguments that history education should cultivate national consciousness, have the students take pride in South Korea, help them enhance their quality as democratic citizens, and encourage them to have historical self-examination. It can be controversial which of the values is more important and which method of history education and what textbook content will be helpful. What is problematic is an attitude of advocating one's own arguments as the “right” truth and disparaging those of others as “political” biases. Such an attitude also violates the value of diversity. It will be a hollow attempt to emphasize only diversity without considering the political nature of history education.

역사서(歷史書) 교육(敎育)의 방향(方向)과 현재적(現在的) 시사(示唆) -『동몽선습(童蒙先習)』과 『아희원람(兒戱原覽)』을 중심으로-

한은수 ( Han Eun-su ) 동방한문학회 2017 東方漢文學 Vol.0 No.70

Korean nation has paid keen attention to records from the past, and has made great history records such as "Joseonwangjosilrok(조선왕조실록)", "Seungjeongwonilgi(승정원일기)", "Ilseongrok(일성록)“ etc., focusing on history records and history edition. However, it is difficult to know how the history education was made before the modern period due to the lack of data, even though it had a vast history record. Furthermore, there are not many sources that tell how our ancestors learned history books and educated future generations. This study aimed to review an aspect of history education in the Joseon Dynasty by examining the contents of "Dongmongseonseup(동몽선습)" and "Ahiwonram(아희원람)" which were used as early textbooks of the Joseon Dynasty. As the ideological system centered on the Neo-Confucianism developed in early days of the Joseon dynasty, the history also developed under the influence of the Neo-Confucianism. Accordingly, history education was conducted on the basis of the historical perspective of Neo-Confucianism education, focusing on Chinese history. Sunggyungwan(성균관), Sabuhakdang(사부학당) and Hyanggyo(향교) were the core of Geongseo(경서) education. Education of history was carried out as part of various study books inside Gyeonghak(경학). That is to say, the education was performed as `Gyeongsailche(경사일체)` within the learning of Gyeonghak. Therefore, history education focused on lessons from history rather than focusing on individual facts. History education was aimed at clearly recognizing the exemplary history for the future generations in historical events. In the late Joseon dynasty, private education such as Seowon(서원) and Seodang(서당) was activated as well as public school education. The curriculum of the private educational institution was diversified according to the academic tendency or the local environment. The contents of education included books of Gyeongseo(경서), Saseo(사서), Jejaseo(제자서) and poetry books, and the history education was also done in the same way as the early Joseon Dynasty. On the other hand, since the mid 17th century, there was a trend of change that emphasized the education of the history of the nation, while changing the historical perception of gaining lessons and the perception of history based on the Chinese history. This was the result of the influence of the philosophy of Silhak(실학) emphasizing the self-consciousness away from the ideology of the neo-Confucianism. As a result, history education moved away from all inclination of the early Joseon Dynasty to independent education. Historical education in the Joseon Dynasty was based on the contents of "Dongmongseonseup" and "Ahiwonram", which are children`s learning materials. "Dongmongseonseup" summarizes the core of Gyeonghak and history that formed the overall Confucianism education in the Joseon Dynasty. The first half emphasized Oryun(오륜), the core ethics of Confucianism. And the second half recorded the history of Korea from Dangun(단군) through the Three Kingdoms period to the Joseon Dynasty together with the history of China. Through the examination of "Dongmongseonseup", it was found that the intellectuals of the time had pride in the uniqueness and civilization of Korean history and tried to educate it to their descendants. In addition, in terms of technology that emphasizes the pride of small Chinese, it revealed the consciousness of dignity centered on China. Through this, it was possible to see the awareness of the intellectuals who were trying to educate the children to be proud and to be loyal to the Joseon Dynasty, which was comparable to the Chinese civilization. "Ahiwonram" is a children`s encyclopedia, which is divided into 10 categories selected from educational resources in the culture and history in the past and present. "Ahiwonram" mainly reveals the author`s subjective self-awareness attitude by extracting data from the culture and history of our country, and shows a different perception of history than before. It expresses pride in our history with our uniqueness on the equal footing with China through technology such as Dangun of Gojoseon, Park Hyeokgeose(박혁거세) of Silla, Seoktalhae(석탈해), Kim AlJi(김알지), Jumong(주몽) of Goguryeo and the birth myth of King Suro of Gaya. Techonology such as the comparison of the scale of Naseong(나성) of Gaeseongbu(개성부) and Hanyang castle, introduction of the city of each country since Gojoseon, the capital of the small tribal state, administrative district of capital Hanyang, village names of eight provinces and its distance from Seoul in terms of date taking shows practical and empirical historical awareness. In this regard, it can be seen that the intellectuals of the late Joseon Dynasty tried to educate the children about the subjective history perception and the practical history perception attitude through history education. Through a review of the historical records recorded in "Dongmongseonseup" and "Ahiwonram", it is possible to learn the independent history attitude of the ancestors, the practical and empirical history awareness attitudes. It is also possible to learn the exemplary perception(Gamgye감계), which prevents us from making the same wrongdoing, as a mirror of the past mistakes. A history consciousness that wishes peace and coexistence is at the root of the exemplary perception(Gamgye).

<批評論文> 역사교육인가 민주시민교육인가

임기환 역사교육연구회 2023 역사교육 Vol.168 No.-

This article is a critique of the “History Education for Democratic Citizenship Education” argument that has been actively debated in history education circles in recent years. The main focus of the review is on several papers related to history teaching in the book <Theory and Practice of History Education for Democratic Citizenship Education> (2017), which was published as a result of a collaborative study involving Kim Hanjong and ten other researchers. The criticism focuses on two points. The first is the premise that “history [historical writing] is interpretation,” which appears in many of the texts in the book, and the second is that the pursuit of the values of democratic citizenship education is disconnected from its historical context. Most of author in this book are based on the premise that “history [historical writing] is interpretation.” This premise overlooks the process of demonstration that historians use to explore historical facts. The historian’s perspective that operates in the process of historical research comes from an intense awareness of reality, and the “historical knowledge” that is constructed through the historical research process is the historian's practice of reality. The historical facts explored by historical researchers and the construction of historical narratives or historical narratives based on them are “historical knowledge” about the past. This historical knowledge is the result of the historical researcher’s rigorous practice, starting from the perception of reality. historical knowledge is not an interpretation, and historical education should consist of historical knowledge. As a result of the pursuit of the values of democratic citizenship education, most of the history lessons in this book materialize history or are disconnected from their historical context. The reason for this is that the universal values of democratic civic education are being taught through history rather than through historical knowledge. If it is disconnected from the historical context, it cannot be considered history education. Despite these problems, I would like to draw attention to the background of history education as a democratic civic education. In the absence of a new alternative historical narrative, the search for a new transformation of history education has revealed its limitations, and in the end, it has turned to the path of history education that aims at the values of democratic civic education. I would like to criticize this as a result of not only neglecting solidarity with the historical community, but also choosing a way to avoid challenging the basics of history education.

시민역사교육을 위한 내용구성 원리

김한종 한국역사교육학회 2017 역사교육연구 Vol.- No.29

The purpose of this study is to define the concept of civic history education and to research the principle of organizing its subject matters. Civic history education is divided into ‘history education for cultivating democratic citizen’ and ‘history education with civil point of view’ in this article. ‘History education for cultivating democratic citizen’ purposes to develop students who have democratic consciousness and behave practically for constructing democratic society. The practical ability is the core capability of democratic citizen. The domain of civic history education is categorized according to social values such as liberty, peace, equality, human right, unification, multiculture and international understanding. And its syllabi are organized based on those concepts and contents strands in this approach. ‘History education for cultivating democratic citizen’ utilizes history education as the tool for civic education. And it may be worried about that educators interpret historical facts focused on single aspect or formally. ‘History education with civil point of view’ views historical facts with civic perspective. This approach tries to purse history instruction that students interpret historical facts with the view of democratic social point of view. Historical researchers understand historical facts with people's viewpoint, not with state or ruling group, and interpret historical facts from multi perspective in this approach. Pupils, therefore, inference reasonably, and think that historical facts are results of social participation. This approach does not deal with history instruction according to the purpose, but attend care to the essence of historical fact. Criteria of selecting contents are, nevertheless, obscure for ‘history education with civil point of view’ So, critical scrutinization about existing history subject matters should be attached and elements of civic viewpoint should be reexamined. Two approaches are not mutually oppositive or exclusive. They would be two grades of a course in civic history education. And they interact each other in practical history instruction. 이 글은 시민역사교육의 개념을 정리하고, 이를 바탕으로 내용을 선정하고 조직하는 원리를 탐색하는 데 목적이 있다. 이 글에서는 시민역사교육을 ‘민주시민을 기르는 역사교육’과 ‘시민적 관점의 역사교육’으로 ‘시민적 관점의 역사교육’으로 구분하였다. ‘민주시민을 기르는 역사교육’은 민주주의 의식을 가지고 민주사회를 건설하는 데 나서는 실천 능력을 가진 인간을 기르는 데 목적을 둔다. 실천 능력은 민주시민의 핵심역량이다. 자유, 평화, 평등, 인권, 통일, 다문화, 국제이해와 같은 사회적 가치들에 따라 시민역사교육의 영역이 구분되며, 시민교육의 개념이나 내용요소에 따라 교수요목을 구성한다. 이런 접근법에서는 역사교육이 시민교육을 위한 도구가 된다. 또한 시민교육의 목적에 맞춰 역사적 사실을 어떤 측면에 집중하여 이해하거나 기계적으로 해석할 가능성이 있다. ‘시민적 관점의 역사교육’은 시민의 눈으로 역사적 사실을 바라보는 것이다. 역사적 사실을 민주시민성의 관점으로 해석하는 역사학습을 지향한다. 국가나 지배층보다는 민의 눈으로 역사적 사실을 보고, 다원적 관점에서 해석한다. 합리적으로 추론을 하며, 역사적 사실이 사회참여의 산물임에 유념한다. 역사교육을 목적론적으로 접근하는 것이 아니라, 역사적 사실의 본질적 성격에 주목한다. 그러나 ‘시민적 관점의 역사교육’을 위한 내용선정의 기준은 아직까지 불명확하다. 또한 기존 역사교육 내용구성에 대한 비판적 검토가 전제되어야 하며, 시민적 관점의 요소도 재검토해야 한다. 두 가지 접근법은 대립되거나 양자택일의 배타적은 아니다. 시민역사교육을 실제 교실수업에 적용할 경우, 이 두 가지 접근법은 구분이 되지 않거나 상호작용을 할 수도 있다.

다문화교육 표방하는 친이슬람 세계사 개정교과서

소윤정 한국복음주의선교신학회 2022 복음과 선교 Vol.60 No.-

The Republic of Korea actively conducts Islamic education in the education field as part of multicultural society education in the dimension of social integration. Come to think of France that has become the hotbed of terror as it failed in the education for the 2nd generation Muslim immigrants according to the ‘laicite’ principle, though it led public education on the principle of the separation of church and state by the resistance of the Muslim immigrants, Korean multicultural education supports pro-Islamic education, not the separation of church and state from the beginning. Education biased to Islamic religion that makes a pretext of multicultural education becomes a channel of Islamizing the tomorrow of Korea. Our children are not Muslim, and Korea is not an Islamic state, the world history education conducted in the name of pursuit of multicultural society drives out Korean society to a risk faster than Europe. It induces the conversion to Muslim indirectly by educating the contents same as those in the Islamic propaganda booklet in the world history education contents and shows the reverse discriminatory aspects that educate Middle Eastern culture as the main contents, excluding similar cultural areas, including the Chinese, Vietnamese, Filipino, and Thai cultures in the multicultural education dimension. Islam takes up a whopping 46.1% of Korean nine Middle School History I textbooks in terms of the amount of description in the public education field. Also, it is pointed out that the contents of the description, too, include parts that are inconsistent with the facts or religiously biased by beautifying them for pro-Islamic propagation. The argument of Lee Hee-soo who has urged for the revision of world history textbooks, insisting on the error and prejudice in the world history textbooks of 2007, and his required world history readings consequently provide biased and unilateral Islamic education for adolescents. Despite the Republic of Korea is not an Islamic state, the present world history textbooks remind us of those of an Islamic state. The actual contents of the Cheonjae Education textbook are almost filled with Islam-related contents while educating the history` of West Asia and India. The Republic of Korea, in reality, conducts world history education biased toward Islam lacking diversity and objectivity, superficially promoting the multicultural society consciousness. Commonly, all publishers intentionally excluded the history of Israel, located in West Asia, describing the history of West Asia and India in Unit III. They omit the contents of Israel, the birthplace of Judaism and Christianity and briefly describe the historical contents of India, the birthplace of Buddhism and Hinduism thoroughly from the Islamic point of view that “Hindu culture and Islamic culture coexist.” For the achievement of diversity and multicultural education repeatedly emphasized in the 2022 revised curriculum, world history textbooks biased toward Islam must completely be disposed of, and they should be reorganized into objective world history textbooks compiled by carefully selected writers. 대한민국은 사회통합적 차원에서 다문화사회 교육의 일환으로 교육현장에서 적극적으로 이슬람교육을 실시하고 있다. ‘라히시테’ 원칙에 의해 정교분리 원칙으로 공교육을 주도해왔음에도 불구하고 이주 무슬림들의 저항으로 무슬림 이주민 2세 교육에 실패하여 테러의 온상이 된 프랑스의 경우를 생각하면 한국의 다문화교육은 초전부터 정교분리가 아닌 친 이슬람 교육을 지원하고 있는 셈이다. 다문화교육을 빙자한 이슬람교 종교 편향교육은 한국의 내일을 이슬람화 하는 채널이 되고 있다. 우리의 자녀들은 무슬림이 아님에도 불구하고, 한국이 이슬람국가가 아님에도 불구하고 다문화사회를 지향한다는 명목으로 행해지고 있는 세계사교육은 유럽보다도 더 빠르게 한국사회를 위험으로 내몰고 있는 것이다. 세계사 교육내용중 이슬람포교책자와 동일 내용을 교육함으로써 간접적으로 무슬림으로의 개종을 유도하고 있으며 다문화교육 차원에서 유사문화권인 중국, 베트남, 필리핀, 태국문화를 배제하고 중동문화를 주 내용으로 교육하고 있는 역차별적 양상을 보이고 있다. 대한민국은 국내 무슬림수가 전체 인구의 1%도 채 되지 않음에도 불구하고, 공교육 현장에서 9종 중학교 역사1 교과서의 종교부분 서술 분량에 있어 이슬람이 무려 46.1%를 차지하고 있다. 서술 내용에 있어서도 친 이슬람적 포교의 목적으로 미화하여 사실관계와 불일치하거나 종교편향적인 부분이 포함 돼 있다는 지적이다. 2007년 세계사 교과서의 오류와 편견을 주장하며 세계사 교과서 개정을 촉구하여온 이희수의 주장과 그의 세계사 필독도서들은 결과적으로 편파적이며 일방적인 이슬람교육을 청소년들에게 제공하고 있다. 대한민국이 이슬람국가가 아님에도 불구하고 현 세계사 교과서는 흡사 이슬람국가의 세계사 교과서를 방불케하고 있다. 천재교육의 경우에는 서아시아와 인도역사를 교육하면서 실제내용은 이슬람관련 내용이 거의 전부인 것으로 확인되었다. 대한민국은 표면적으로는 다문화사회의식을 고취시키면서 실제적으로는 다양성과 객관성이 결여된 이슬람편향 세계사 교육을 하고 있다. 모든 출판사가 공통적으로 III단원에서 서아시아와 인도역사를 기술하면서 의도적으로 서아시아에 위치한 이스라엘의 역사를 배제하였다. 유대교와 기독교의 발상지인 이스라엘의 내용은 누락되어 있고 불교와 힌두교의 발상지인 인도의 역사내용은 철저히 이슬람의 관점에서 “힌두 문화와 이슬람 문화가 공존하다” 라는 내용으로 간략기술하고 있다. 2022년 개정교육과정에서 거듭 강조 되고 있는 다양성과 다문화교육의 성취를 위하여서는 이슬람 편향적 세계사 교과서가 전면 폐기되어야 마땅하고 엄선된 집필진들로 구성된 객관적인 세계사 교과서로 개편되어야 할 것이다.

문학사교육과 대중서사

최미진 구보학회 2017 구보학보 Vol.0 No.16

The purpose of this writing is to suggest Bricolage Literary History as one of the horizons of the literary history education, and then to study the cross-section of the literary history education communicates and the popular narratives. After the 1990s the Korean literature research opened up in earnest to the study on popular narratives, which had been neglected in the past while posing the fundamental question about the extension of modern literature admit of literature crisis. As a literary education, new forms of literary history education have been presented in the deconstruction movement, but the field of literary history education has not changed despite the narrowed ground. For the result of this problem recognition, the paper investigates bricolage literary history using education for the limited time postwar period. Bricolage-type literary history presupposes a multi-layered structure of literary practices of various subjects. In this regard, the education of postwar literature history should be focused on the ‘process’ itself, which is the confusion and competitions in the literary fields triggered by the Korean War. First, it shall be critically understood that conventional literary history education in the postwar period was biased toward the nationalism and the literary system preempting the literary power. Then, the attention should be given tot he diversity which was closely integrating with the field of popular narrative. The detailed stages of the popular narrative education are as followed. First is the stage of understanding the interoperability of media environment and popular narratives in the postwar period, and review cross-check with the field of literary system. Second is the stage for contemplating the characteristics of popular narratives by the medias as well s the communication methods with public readers, attempting to rediscover the critical interpretation and topics. Third is the stage to examine the diversification of the communication methods and activation of the literature filed by setting the public readers as the subject of creation and enjoyment in education of literature history. Last is the stage of building up the identity by expanding the field of culture and art, and by comparing the literary field at the time to other cultural arts in their naturally and distinctiveness. Further measures still remains in the from of opinions. Even though it is only the beginning, further changes in the literary history education is expected as new discussions are added on. 이 글의 목적은 최근 문학사교육과 문학사 기획들을 검토하고, 그 가운데 전후(戰後) 시기에 한정하여 브리콜라주 문학사의 방향과 접근방식을 고찰하는 데있었다. 1990년대 이후 한국문학연구의 장은 문학의 위기 속에서 근대문학의 외연에 대한 근본적 질문을 던지는 가운데 간과되어왔던 대중서사 연구가 본격화되었다. 문학교육으로서 문학사도 탈구축의 움직임 속에서 새로운 문학사교육이 제안되고 있지만, 문학사교육의 현장은 좁아진 입지에도 큰 흔들림이 없었다. 그러한 문제의식의 소산으로 전후 시기에 한정하여 브리콜라주 문학사교육을 살폈다. 브리콜라주 문학사는 브리콜라주의 정당성에 따라 설계되고 학습자의 비판적 해석력 신장을 위한 요건을 갖추어야 한다. 이를 위해 다양한 주체들의 문학적 실천들이 서로 다른 장(場)과 가치체계들이 교차되는, 다층적으로 구조화된 문학장(場)으로 전제했다. 그런 측면에서 전후 문학사교육은 한국전쟁으로 촉발된 문학 장의 혼란과 경합의 ‘과정’ 자체에 주목해야 했다. 그 ‘과정’을 보다 분명하면서도 다각적으로 재구성하기 위하여 문학 장을 분화시키거나 가로지르는 세 가지 장으로 나누어 살폈다. 우선, 전후 문학제도의 장이다. 전후 브리콜라주 문학사는 기존의 문학사교육이 국가주의와 문학권력을 선점한 문학제도의 장에 편향되어 있음을 비판적으로 이해해야 한다. 다음으로, 전후 대중서사의 장이다. 전후 브리콜라주 문학사는 대중서사의 장과 함께 호흡했던 다양성에 주목해야 한다. 대중서사교육의 구체적 단계는 첫째, 전후 매체환경과 대중서사의 연동성을 이해하고 문학제도의 장과 비교 검토하는 단계다. 둘째, 매체별로 대중서사의 특징적 면면과 독자대중과의 소통방식을 고찰하여 비판적 해석과 논제의 재발견을 꾀하는 단계다. 셋째, 문학사교육에서 독자대중을 창작과 향유의 주체로 곧추세워 소통방식의 다각화와 문학 장의 활성화를 검토하는 단계다. 마지막으로, 전후문화예술의 장이다. 전후 브리콜라주 문학사는 문화예술 영역으로 확장하여 이시기 문학 장이 다른 문화예술과의 친연성과 차별성을 비교 검토하여 독자성을 구축해야 한다. 이상의 접근 방식은 아직 시론에 머물러 있다. 성글지만 새로운 논의를 더해가며 문학사교육이 변전하기를 기대한다.