상호문화적 역사학습 원리로서의 ‘다관점성’
‘Multi-perspectivity’ as a principle of intercultural history learning
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In a multi-cultural society it is important to have the 'understanding of others' accompanied with the self-reflection which goes beyond the simple understanding of the other cultures. The purpose of this article is to seek the possibility to the understanding of others in 'inter-cultural education' and to demonstrate that the 'multi-perspectivity' as a principle of history learning provides an appropriate methode. The goal of inter-cultural education is to attend on cultural 'difference' and then understanding it through 'perspective taking'. The history learning should be focused on the multi-perspectivity of history, as far as the purpose of history education lays in acquiring the capability to understanding of others. At such history classes, the students would confront themselves with historical documents with different points of view and directions. They are expected to experience the following three forms of multi-perspectivity: from the 'perception' of the related, the 'interpretation' to historical facts, and the 'self-orientation' of learners. To sum up, multi-perspectivity is the key for learning how to understand others in a multi-cultural society. This ability will surely be the basis for a stabler acquirement of identity and establishment of social integrity.
Abstract
In a multi-cultural society it is important to have the 'understanding of others' accompanied with the self-reflection which goes beyond the simple understanding of the other cultures. The purpose of this article is to seek the possibility to the understanding of others in 'inter-cultural education' and to demonstrate that the 'multi-perspectivity' as a principle of history learning provides an appropriate methode. The goal of inter-cultural education is to attend on cultural 'difference' and then understanding it through 'perspective taking'. The history learning should be focused on the multi-perspectivity of history, as far as the purpose of history education lays in acquiring the capability to understanding of others. At such history classes, the students would confront themselves with historical documents with different points of view and directions. They are expected to experience the following three forms of multi-perspectivity: from the 'perception' of the related, the 'interpretation' to historical facts, and the 'self-orientation' of learners. To sum up, multi-perspectivity is the key for learning how to understand others in a multi-cultural society. This ability will surely be the basis for a stabler acquirement of identity and establishment of social integrity.
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