국사를 넘어선 역사교육

Abstract

While the government is pressing ahead with the national history textbook, the oppositions of historians and history teachers seem to be helpless. In the face of this situation, this paper attempts the following fundamental reflection and self-criticism about the existing history of education: 1. The fragmented curriculum of Korean, Asian, and Western History and the distorted organization of history department at some major universities just like department of Korean, Asian, Western History, and History Education make nearly impossible for historians to communicate with each other. This eventually leads to the poverty of history education in secondary schools. 2. The historical research and the history education in Korea are locked in the cage of national history paradigm. The national history basically means a political instrument for 'making the nation'. However, the history is essentially an anthropology, which stands beyond the political thing. Only when the history should be an anthropological discipline which would seek a common Knowledge for understanding the human being, the history education could be extended to an education for the future-oriented values just like human right and peace. 3. In order that the history and the history education ensure the diversity in the true meaning, the alternative historical studies beyond the framework of national history such as transnational history, new world history(global history), and post-nationalism-study should be activated and educated at the university. This innovation will finally make possible the diverse and open-minded history education in secondary schools. If the national textbook imposes uniformity, students and civil society want the diversity of the history of education and history textbooks. To meet these aspirations, historians should go beyond the national centrism, and further all kind of centrism, aiming for 'beyond borders' and 'decentralization'.