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융합시대 역사 교양교육-기후사를 통한 역사교양의 융합적 전환의 모색

History General Education in the Era of Convergence : Seeking Change by Climate History

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주제분류학제간연구

초록

역사교양의 융합적 전환은 분명 교양 역사학도 제대로 정립되지 않은 마당에 교양과 융합이라는 두 마리 토끼를 모두 잡는 격이지만, 기후사는 이 두 마리 토끼를 모두 잡는 데 효과적인 사냥 도구로 쓰일 수 있다. 본고에서는 기후사의 역사교양적 전환을 크게 세 단계로 나누어 논의하였다. 먼저, 역사콘텐츠의 생래적인 융복합적 성격에 힘입어 아날사학, 지구사, 빅히스토리로 꾸준히 이어져온 융합적 실험과 새로운 방법론적 혁신을 살펴봄으로써 역사학의 융합학문적 성격을 확인하였다. 이어진 장에서는 융합학문의 첨병으로 회자되는 빅히스토리가 아닌 기후사에 주목하여 왜 이 새로운 역사학 장르가 역사교양의 융합적 전환을 견인할 더 큰 잠재력을 갖는지 살펴보았다. 마지막으로는 기후사를 융합과학이 아닌 융합교양 콘텐츠로 개발하는 과정에서 핵심적으로 고려해야 할 세 가지 논제로서 기후과학, 기후 담론, 지구시스템을 키워드로 다루었다. 종국적으로 본고에서는 기후사가 학생들이 작금의 학술적, 정치적 담론과 거리를 두고 실제 역사적 사건을 통해 조망, 판단함으로써 새로운 성찰, 판단, 대응능력을 함양할 수 있는 최적의 융합교양 콘텐츠라고 주장하였다.

Abstract

Although making the history general education convergent can be compared to hunting two birds with one stone - due to the fact that history general education is not well established yet - climate history could serve as a pertinent tool for doing this sort of hunting. This paper discusses the multifarious aspects of climate history for convergent general education in three steps. The first section reviewed the convergent experiments and new methodological discussions continued from Annales and global history through ‘Big History.’ In result, it confirmed the inherently convergent character of history content itself. In the following section, this paper payed full attention to climate history, not Big History, which is often cited as a front runner of convergence science. It also discussed why this new field of history has a bigger potential to lead the convergent shift of history. The last section was devoted to three subject matters, i.e. climate science, climate discourse, and the earth system, which need to be considered in the process of developing climate history as a convergent general education content, not as the content of a convergence science. Eventually, this paper came to the conclusion that climate history is the best content for convergent type of general education, due to the possibility that it could lead students to develop a new thinking and responding skill by keeping distance from the current academic and political discourses and by making their own judgments based upon historical events.

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