해방 직후(1945~1948) 황의돈의 국사교육 재건 활동

Abstract

This study researched Eui-Don Hwang’s activities for reconstructing Korean history education. Eui-Don Hwang was a history inspecting officer of ministry of education in U.S Military Government, so he had much effects on school history education at those days. The results of this study are as follows. First, Hwang taught korean history at several schools, published some history textbooks and presented many essays concerning to korean history during the Japanese colonial era. These experiences had the impact on Hwang’s activities for reconstructing Korean history education and his historical education viewpoint after 815 liberation. Second, Hwang, as a history inspecting officer in U.S. Military Government, had efforts to reconstruct school history education, authoring history textbooks for elementary school and secondary school, taking a part in developing social studies curriculum, and preparing teacher education. Also he endeavored to spread history education to people, for example, giving lectures to adults and adolescents. The purpose of Hwang’s activities was to raise the nationalistic spirit of people in independent Korea. Third, both Elementary National History for elementary school children and Middle National History for middle school students, which were used as history textbooks during U.S Military Government, were written to put emphases on the systematization of Korean history and the development of Korean unique culture. Those history textbooks were aimed for students to recognize the subjectivity in Korean history and pride it in the development of Korean history from Dangun times through Goguryeo-Balhae-Goryeo. Hwang wrote cultural history specifically in Elementary National History, while giving a great importance to the political history in Middle National History. Such difference between two textbooks were aimed for students to easily understand their contents. Through these differences between the two books, we can figure out Hwang’s educational consideration. That means he has studied how the contents would be differed from each level in history education. This study researched the change of history education focused on an individual, called Eui-Don Hwang, right after 815 Liberation, so that could describe more specifically the state of history education of those times as compared with existing studies. I expected to further followup studies for concretely scrutinizing the history of history education by the method such as this article.