파커의 '시민' 개념을 활용한 시민적 관점의 역사교육 : 한말 의병과 신돌석을 중심으로 = History Education with a Civic Point of View Using Parker’s ‘Citizen’: Focusing on the Righteous Army in the Late Joseon Dynasty and Shin Dol-suk

다국어 초록 (Multilingual Abstract)

The attempt to introduce state-authored Korean history textbooks in 2015 sparked reflection on existing state-centric history education, leading to increased attention on studies advocating for the necessity of civic education through history education. However, while acknowledging the necessity of civic education, some studies have pointed out issues such as presentism, the instrumentalization of history education, and a bias toward contemporary history. Starting from a critical awareness of these issues, this study aimed to overcome the limitation that existing discussions on civic education have been predominantly biased toward contemporary history. Accordingly, this study explored civic elements in the Righteous Army in the Late Joseon Dynasty and Shin Dol-suk, focusing on the period before the establishment of democratic institutions—to expand the educational scope of civic education and seek teaching methods that utilize the unique characteristics of history.
To this end, this study focused on ‘history education with a civic point of view’ and ‘historical empathy’. The civic point of view was based on Walter C. Parker’s concept of ‘citizen’. Drawing on the distinction between private “idiocy” and the “public actor”, Parker defines a citizen as an agent who engages in enlightened political engagement beyond institutional boundaries. Therefore, Parker’s definition explains actions outside of institutional frameworks, making it possible to explore civic elements in the era prior to the institutionalization of democracy. Based on Parker’s concept, this study derived three core civic elements: ‘communal awareness and public responsibility (a sense of mutuality and public responsibility)’, ‘cooperation with others’ and ‘justice-oriented engagement’. Furthermore, the study investigated these civic elements within the activities of the Righteous Army in the Late Joseon Dynasty and Shin Dol-suk. It was noted that the Righteous Army in the Late Joseon Dynasty evolved over time to pursue the public good by recovering national sovereignty and protecting the people’s right to survival. In particular, the activities of Shin Dol-suk, a commoner commander, were analyzed for cooperation transcending status hierarchies and practical resistance, confirming them as appropriate historical events for civic education. Based on this exploration, a lesson plan was designed and implemented for first-year high school students.
The results of the lesson application are as follows. First, students interpreted the activities of the Righteous Army in the Late Joseon Dynasty and Shin Dol-suk from a perspective different from the conventional one, leading to the diversification of perspectives on historical events and figures. Second, through historical empathy, students understood the dilemmas of historical actors within the context and constraints of the time, resulting in the deepening of historical thinking. Third, after the class, students’ perception of citizens shifted toward a communal and active perspective, and they reflected on civic attitudes. Through these findings, this study demonstrates the feasibility of exploring civic elements even in eras before the institutionalization of democracy and confirms that an approach emphasizing historical context and historical thinking is effective for cultivating citizenship.

목차 (Table of Contents)

• 1. 머리말 1
• 2. 역사과 시민교육의 쟁점과 파커의 '시민' 6
• 2.1. 역사교육을 통한 시민교육의 한계와 대안 6
• 2.2. 파커의 '시민'에 대한 인식 21
• 3. 한말 의병 활동과 신돌석 31
• 3.1. 한말 의병 활동의 시기별 양상 32
• 3.1.1 전기의병 32
• 3.1.2 중기의병 33
• 3.1.3 후기의병 35
• 3.2. 신돌석의 생애와 의병 활동 37
• 3.3. 한말 의병과 신돌석의 활동에서 나타나는 시민적 요소 41
• 3.3.1 한말 의병의 변화와 시민적 요소 41
• 3.3.2 신돌석 의병 활동의 성격과 시민적 요소 47
• 4. 시민적 관점을 활용한 역사 수업 방안 52
• 4.1. 수업 및 연구 설계 52
• 4.2. 수업 결과 분석 및 평가 61
• 5. 맺음말 72
• 참고문헌 75