역사 화해를 위한 ‘다원주의 역사 수업’가능성 모색 - 야스쿠니 수업을 중심으로 - = Seeking the Possibility of‘ Pluralistic History Teaching’for Historical Reconciliation - Focused on the learning of Yasukuni -

다국어 초록 (Multilingual Abstract)

Yasukuni-Shrine may be called a symbol of controversies over the
view of history between Korea and Japan. Yasukuni comprises the
emotions of the bereaved families of the Japanese spirits departed
and enshrined there and the race feelings of the bereaved families of
the spirits from various Asian countries who are also enshrined there
‘for no reason.’Japanese viewpoint of Yasukuni controversy is
different from Koreans. After all, Yasukuni controversy is related to
the view of history that Japan drove its own people to battlefields and
is responsible for the past wars and future possible wars as well.
This thesis aims to reflect, in school classes, the praises devoted to
the deceased so as to send Japanese people to war and the
responsibilities of war criminals who brought damages to neighboring
countries. The responsibility of war crimes is particularly important
in considering the future of East Asia and‘ Historical Reconciliation.’
Just acknowledging or, at least, perceiving the said responsibility
would lay the foundation for the East Asian community to be formed.
Students’view of history is a product of the historical facts they
already know, their other knowledge, their view of their history and
society, and their own values. Based on their view of history, students
will contend that ‘their knowledge of history’is correct, demonstrating
or persuading others their correctness. In order to cultivate
their ability to do that, they need to have a view of pluralism.
The pluralism advocated by Tessa Morris-Suzuki understands that
the cultural identity of each individual is complex and does not link
the identity to a nation or civilization but combines it with diverse
nations and/or civilizations. In particular, Morris-Suzuki asserts that,
when their surroundings have been changed, the same people will
change their identity and stress a different identity. The pluralism
will be also transformed according to changes of the society and/or
amended according to changes of generations.
The pluralism recognizes that a value or identity is not given but
created. The human society inherits multiple and diverse traditions,
which are meant to expand the potentiality of humans. The pluralism
also believes that conflicts between various nations or minorities or
within a society is not hidden behind the barricade of the established
concept of ‘civilization.’The conflicts can be resolved through
constructive mutual exchanges and adaptations.
History Teaching should recognize that history is not to be
memorized but to be‘ a dialogue between the past and the present.’
Such recognition enables students to have interest in history and lead
an independent life in this globalization society, as intended by the
school subject of history. It is concerned that the topic of‘ Yasukuni
controversy’will possibly accommodate the logic of Japanese people,
but the concern can be surmounted by the teachers’epilogue and
discussions among students.
With the help of the class of Yasukuni controversy, students have
surpassed the linear history adopted in Korea and understood the complex structure of Yasukuni. Furthermore, they have concern in
such issues as have not been discussed in school classes. In a word,
an effect of the history class of pluralism is that students have
become able to connect historical facts with their current life and
reinterpret the history. The effect has paved the way for the students
to go forward for historical reconciliation.

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