초등 역사교육에서 국가주의와 애국심 교육

Abstract

By installing the subjects of ‘National History’ in the 3rd national curriculum, Nationalist historiography in elementary history education clearly reveal the look of ethno-national standing to justify the Yushin dictatorship. The friendly Dictatorship ethno-national narrative won a public authority as one of structures of knowledge in korean history, through the 4th and 5th national curriculum. In order to allow students to cultivate a sense of pride of the country and nation, ‘National History’ highlighted the characteristics of the Korean history, A long history of about 5000 years, cultural achievements, overcoming the national crisis. Based on national pride, ‘National History’ have tried to keep internalized nationalistic beliefs for students. It was the core idea of those, that states absolutely, it is more important than any individual, in all cases. This doctrine had given legitimacy to the domineering government of that day, and agreeably granted it the status of ‘Social studies’ has delivered more directly to the nationalistic values. This can be summarized as follows; the state decided everything, and the people obey this. Responsibilities and duties of citizens precedes the fundamental rights. This is the very essence of nationalistic education forcing students to accept themselves norms of obedience to their state. So, the way out of nationalistic education is to assist students to grow up themselves citizens to think and act independently, not to obey to state power blindly. Urgent need is to develop textbooks and curricula for various and active history class exploring the roles of the democratic state in promoting peace and human rights. Another thing we should not neglect is the importance of democratic classroom culture. In this respect, overcoming nationalistic education, discussion and debating methods in classroom are should be stressed again, because they are based on critical and independent thinking of Individual student consistently.