현행 고등학교 『한국사』 교과서의 제주 4･3 사건 서술 내용과 향후 집필 방향

Abstract

Jeju 4･3 Incident is one of the cases showing a representative cross section of contemporary history in South Korea. Thought the truth of the Incident had been revealed and impaired the reputation of the victims until regaining it in 2003. The dispute in terms of the cause, the core, and the evaluation of the Incident, however, has been continuing over. Reflecting the circumstances, the accounts on the Incident in high school history textbooks show the interrelationship of current situation, curriculum, frame of reference and perspective of the authors. The paper analyzes the trend in the description on Jeju 4･3 Incident in Korean History Textbooks and suggests some ideas for future textbook writing. First, we need to be more careful in setting up Curriculum and Description Criteria for history textbook that influence the authors' writings of textbooks significantly. Curriculum and Writing Guide for Korean History were built under the influence of the political situations at that time. The account on Jeju 4･3 Incident has shown deviation. Thus it is suggested to be revised Curriculum in order to secure the author's autonomy and neutrality to the maximum while providing the minimal writing guideline. On the one hand, to provide the necessity and justness of the account on the Incident the recent results such as Reports on the Truth of Jeju 4･3 Incident have to be reflected. Next, the textbook authors should write correctly with a correct perception on Jeju 4･3 Incident. Some authors don't write even the fact of the Incident reflecting their own disposition. The government is impairing the neutrality of history education by its controlling and nullifying the intent of the inspection system. The textbook authors, however, should describe the truth of the Incident with a sense of mission as historian and history educator because history textbooks guide history education and have a strong influence to middle and high school students whose historical perspectives don’t be formed enough. Thus the authors of textbooks should describe Jeju 4･3 Incident for the realization of the purpose of history education. The Textbooks must lead the students to understand the Incident in diverse perspectives and to find its nature and significance for themselves beyond simple memorization. Though the authors have less their space for writing due to the decrease in the quantity of contemporary history part, they are encouraged to do their best to provide the measures for fostering the sense of peace in tune with the times of writing about Jeju 4･3 Incident. Lastly, it is suggested that the textbook writers, researchers, institutes, and other institutions have more communication to interchange information relevant to Jeju 4･3 Incident. By increasing their communication and cooperation with in-depth studies of the Incident, they should develop matters for the textbook writing and expand the scope of mutual understanding. This will help the authors write the history textbooks by grasping the truth and essence of Jeju 4･3 Incident in spite of relatively insufficient space permitted in history textbook.