역사교육에서 생태환경적 접근의 의미

Abstract

In the history class, students explore the long experience of mankind from various perspectives. In the process, students will be empowered to look at the past and present, and to imagine possible futures for individuals and society. The new education theory proposed by the OECD and the UN supports the importance of such history education. Two international documents proclaimed the eco-environmental turn of the educational paradigm based on the student's agency and transformative competency. And this can serve as an opportunity to advance the discussion of history education that helps students in the process of self-formation. The long narrative tradition of history curricula and textbooks should be reflected in the light of ideas on the curriculum proposals of the UN report. In the end, the eco-environmental turn of the educational paradigm in history education is a matter of ‘self-formation of students as ecological citizens’ It is also an urgent proposal to reflect on the epistemological and ontological premise of history education on how human beings relate to the world, and at the same time create educational questions necessary to change history and humans to think in ecological relationship. To this end, it is necessary to find and develop a history learning topic that helps students to dynamically examine how humans as ecological beings have lived in the environment from the distant past to the present. Such history learning can awaken students' ecological sensibility and boost their will as subjects to overcome today's environmental crisis. The role that history studies should play and restore for the public can be found in the active alliance between eco-environmental history and history education and educational practice through it.