학생들의 역사 개념에 대한 이해 양상과 역사의식

저작시기 2009.09 |등록일 2010.01.15 파일확장자어도비 PDF (pdf) | 33페이지 | 가격 6,000원
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서지정보

발행기관 : 역사교육연구회 수록지정보 : 역사교육 / 111권
저자명 : 朴珠鉉

목차

1. 들어가는 글
2. 학생들의 역사의식에 접근하는 방식들
3. 역사 전개 방향에 대한 학생들의 이해 양상
4. 역사 탐구에 대한 이해와 삶의 지향
5. 나오는 글
〈부록〉

한국어 초록

This paper set out to examine the ways in which adolescents orientate themselves in time through mapping out a range of research on adolescents’ historical consciousness. Over the past decade, there has been a growing body of research on adolescents’ historical thinking, exploring two aspects: their ideas on historical study and the ways in which they relate to the past. While the former has elaborated on students’ prior conception of historical inquiry, focusing on the learning of history as an intellectual craft, the latter has focused on students’ personal attribution of meaning to history, highlighting the moral or ethical dimensions of historical understanding in everyday life. These two approaches appear to run parallel to each other. However, a broader sense of historical consciousness can be assigned to both aspects of historical thinking.
In this paper, main findings of small-scale semi-structured interviews with secondary school students were discussed in an attempt to offer South Korean adolescents’ picture of the course of human history. Responding to the question of the uniqueness of the Holocaust, the participants drew on everyday experience as a tool for understanding the story of progress in history. It is interesting to note how the students’ view on change is intertwined with their ideas about the continuity or discontinuity of the human condition.
What is lacking in the debates on historical consciousness is a recognition of the ways in which students’ conceptual frameworks may give rise to the formation of a wider sense of historical orientation. It is important for history teachers to offer tools with which students can conceptualize the world in which they live. In the face of the so-called “memory war”, students would be better equipped only when they frame the question of conflicting historical representations not only on the basis of identity politics but also on the basis of the interpretive focus in historical study.

영어 초록

This paper set out to examine the ways in which adolescents orientate themselves in time through mapping out a range of research on adolescents’ historical consciousness. Over the past decade, there has been a growing body of research on adolescents’ historical thinking, exploring two aspects: their ideas on historical study and the ways in which they relate to the past. While the former has elaborated on students’ prior conception of historical inquiry, focusing on the learning of history as an intellectual craft, the latter has focused on students’ personal attribution of meaning to history, highlighting the moral or ethical dimensions of historical understanding in everyday life. These two approaches appear to run parallel to each other. However, a broader sense of historical consciousness can be assigned to both aspects of historical thinking.
In this paper, main findings of small-scale semi-structured interviews with secondary school students were discussed in an attempt to offer South Korean adolescents’ picture of the course of human history. Responding to the question of the uniqueness of the Holocaust, the participants drew on everyday experience as a tool for understanding the story of progress in history. It is interesting to note how the students’ view on change is intertwined with their ideas about the continuity or discontinuity of the human condition.
What is lacking in the debates on historical consciousness is a recognition of the ways in which students’ conceptual frameworks may give rise to the formation of a wider sense of historical orientation. It is important for history teachers to offer tools with which students can conceptualize the world in which they live. In the face of the so-called “memory war”, students would be better equipped only when they frame the question of conflicting historical representations not only on the basis of identity politics but also on the basis of the interpretive focus in historical study.

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