역사 화해를 위한 ‘다원주의 역사 수업’가능성 모색 - 야스쿠니 수업을 중심으로 -

Abstract

Yasukuni-Shrine may be called a symbol of controversies over the view of history between Korea and Japan. Yasukuni comprises the emotions of the bereaved families of the Japanese spirits departed and enshrined there and the race feelings of the bereaved families of the spirits from various Asian countries who are also enshrined there ‘for no reason.’Japanese viewpoint of Yasukuni controversy is different from Koreans. After all, Yasukuni controversy is related to the view of history that Japan drove its own people to battlefields and is responsible for the past wars and future possible wars as well. This thesis aims to reflect, in school classes, the praises devoted to the deceased so as to send Japanese people to war and the responsibilities of war criminals who brought damages to neighboring countries. The responsibility of war crimes is particularly important in considering the future of East Asia and‘ Historical Reconciliation.’ Just acknowledging or, at least, perceiving the said responsibility would lay the foundation for the East Asian community to be formed. Students’view of history is a product of the historical facts they already know, their other knowledge, their view of their history and society, and their own values. Based on their view of history, students will contend that ‘their knowledge of history’is correct, demonstrating or persuading others their correctness. In order to cultivate their ability to do that, they need to have a view of pluralism. The pluralism advocated by Tessa Morris-Suzuki understands that the cultural identity of each individual is complex and does not link the identity to a nation or civilization but combines it with diverse nations and/or civilizations. In particular, Morris-Suzuki asserts that, when their surroundings have been changed, the same people will change their identity and stress a different identity. The pluralism will be also transformed according to changes of the society and/or amended according to changes of generations. The pluralism recognizes that a value or identity is not given but created. The human society inherits multiple and diverse traditions, which are meant to expand the potentiality of humans. The pluralism also believes that conflicts between various nations or minorities or within a society is not hidden behind the barricade of the established concept of ‘civilization.’The conflicts can be resolved through constructive mutual exchanges and adaptations. History Teaching should recognize that history is not to be memorized but to be‘ a dialogue between the past and the present.’ Such recognition enables students to have interest in history and lead an independent life in this globalization society, as intended by the school subject of history. It is concerned that the topic of‘ Yasukuni controversy’will possibly accommodate the logic of Japanese people, but the concern can be surmounted by the teachers’epilogue and discussions among students. With the help of the class of Yasukuni controversy, students have surpassed the linear history adopted in Korea and understood the complex structure of Yasukuni. Furthermore, they have concern in such issues as have not been discussed in school classes. In a word, an effect of the history class of pluralism is that students have become able to connect historical facts with their current life and reinterpret the history. The effect has paved the way for the students to go forward for historical reconciliation.