매장문화재 사회교육의 현상과 활성화 방안

Abstract

Culture heritage is history in itself, and can embody the identity of the group that shares it. In particular, buried cultural properties hold considerable value as cultural heritage, because they are the only materials which can restore the appearance of prehistoric and ancient societies. However, it was only a decade ago that academic interest in popular archaeology, including social education on buried cultural properties, began. This study diagnoses the education on buried cultural properties currently being actively implemented throughout South Korea, explores methods for the integrity and revitalization of social education on buried cultural properties, and suggests the feasibility and prospects of those methods. Ultimately, this study emphasizes that permanence, academic excellence, and efficiency must be thoroughly considered in order to improve the problems of the current education on buried cultural properties, and to preserve the integrity and significance of such education. Examples of relevant measures suggested in this study include: reinvigorating exhibitions of ancient relics using spaces in museums and exhibition halls; social education on buried cultural properties using such exhibitions; and education in museum exhibitions using the advantages of smartphones. In tandem with these examples, the study highlights that learning effects may be maximized by embracing the importance of social education that takes place while physically exploring local historical sites. In order for social education on buried cultural properties to establish itself as significant content to the general public in the future, it is essential that the Cultural Heritage Administration, which oversees cultural administration and policies, as well as relevant organizations such as the National Museum of Korea, show substantial interest. Cultural property research institutes that currently lead the education on buried cultural property education must also demonstrate consistent engagement. Such involvement must begin by first disclosing cultural property excavation sites; the more the number of excavation sites that are open at all times, the closer their relationship with the general public. In addition, this study explicates that university museums are the most appropriate location for social education on buried cultural properties, and that they must ultimately contribute to the development of popular archaeology in their communities.