역사교육에서 역사분쟁의 처리 문제 -역사 담론 교육을 중심으로-

Abstract

The purpose of this paper is to make clear the way how to deal with history disputes. History disputes need to be regarded as one of the problems about the contents in history teaching. For this purpose, I propose to adopt the method of instruction through historical discourses. This method is to teach the author's intention and perspective by confronting historical discourses meta-cognitively. A learner will be able to correct his ideas and notions through 'going meta'(reflection). We have to see a child as a independent thinker. We must consider that history teaching is not to inculcate the contents of history textbook but to inform the epistemic process at the textbook. In a controversy over history disputes, it seems to be regarded as the most important thing to devise the desirable perception about history. History teaching, I insist, is not to inculcate a given desirable history comprehension. Till now, nevertheless, indulged in a goal for promoting friendly relation and pursuing universal value as 'peace', 'human rights' and so on, discussions about this problem could not take care of historical truth or learner's epistemic process. I conclude that the method of instruction through historical discourses is very constructive. Through this method, we can pursue indeed friendly relations among nations in the future. It needs to clarify thinking subject for distinction between an assailant and a victim. If we adopt this method, I think, we can achieve the purpose to settle history disputes among nations.