역사교육에서 ‘역사의식’연구의 추이와 전망

방지원 한국역사교육학회 2012 역사교육연구 Vol.- No.16

Until now, in the circle of history education in Korea, studies on historical consciousness have been done in two main different contexts; in the view of developmental stages of students in learning ability of history and the ultimate objective of history education. The greater part of studies, have been rest on developmental stages of students based on ‘piaget-Japanese model’. But the products of those studies for securing the empirical basis of 'sequence' in history education, has been too poor requital for their efforts. Meanwhile, There are serious lack of criticism and vigour in debate about historical consciousness as ultimate objective of history education. In this approach, historical consciousness has been defined as a kind of conscious of one's existence characterized of critical thinking, reform-oriented attitude and so on. The underlying problem of little progress in this subject is that historical consciousness has been discussed from the perspective of 'value neutrality', representing nation-centric tendency of history teaching in korea after liberation in 1945. Recently, historical consciousness began to receive attention from academia with its educational, and social value. Judging from what is going on in our academia, we presuppose that democracy, peace, antiwar, environmental protection will be linked actively by historical consciousness as objective of history education. This is very inspiring sign for history education. In 2010~2011, Institute of History Education made a large research plan of study about student and teacher's historical consciousness. Then, combination with Association of History Teacher, the Institute practiced investigation on a national scale. It focused on the formation process of historical consciousness and interactions between students and social-educational environments operating in the process. The result of research, huge information about student's understanding of history and history education was gained. And the project hold very strongly that history education must contribute to the growth of democracy. So, the investigation has the potential to be differentiated from advanced researches according to the degree of supplementation in a follow-up study. 지금까지 역사교육계에서는 ‘역사의식’ 개념을 크게 두 가지 맥락에서 사용해왔다. 그 중 하나인 ‘역사의식발달단계’에 입각한 연구들은 ‘학습자의 관심 수준과 정서적 특징, 지적 사회적 발달 정도에 맞는 역사학습’을 과제로 삼았다. 동시에 역사의식은 역사교육의 목적 또는 목표 차원에서도 오랫동안 논의되어 왔다. 이 때 역사의식의 내용은 역사적 존재의식과 비판적 문제의식이었다. 그런가하면 양자를 종합하여 역사의식을 역사적 존재의식으로 보고, 역사의식 함양에는 ‘역사의식발달’이라 부르는 사고의 성장 과정이 필요하다는 방식으로 종합하기도 했다. 그런데, ‘역사의식발달단계’에 따른 경험적 조사 연구를 제외하면 우리 역사교육계의 역사의식 연구는 그리 활발하지 못하였다. 역사교육 연구에서 ‘목적론’ 논의 자체가 매우 부족했다는 점, 학생 개인의 삶, 사회 발전의 전망 형성에 역사교육이 어떻게 기여할 수 있을 것인지에 관한 토론이 부족했던 점, 역사교육의 이론적 연구가 은연중에 가치중립적인 연구 경향을 띠어 왔던 상황 등이 이유로 작용했을 것이다. 최근 학교 현장과 학계에서 일고 있는 역사의식에 대한 새로운 관심, 변화의 흐름들은 ‘오늘날’의 역사교육이 개인의 삶과 사회적 전망 및 그와 관련된 가치에 적극적으로 관심을 가질 것을 요청하며, 민주주의나 평화, 반전, 환경, 인권, 민족, 상호 공존 등 미래적인 가치를 바탕으로 학생들의 과거, 현재, 미래 인식을 다룰 것을 제안한다. 이는 ‘역사의식이란 무엇인가’에서 ‘어떤 역사의식인가’로 질문의 방향을 전환해야 한다는 의미이기도 하다. 2010년 전국역사교사모임과 역사교육연구소에서 실시한 대규모의 역사의식조사는 기존의 ‘역사의식조사’ 연구와는 차별화된 문제의식에서 출발했다. 주체의 관점에서 역사의식을 재개념화 하였으며, 역사의식 자체의 역사성에 주목하여 역사의식의 형성 과정 및 요인, 과거-현재-미래 인식을 종합한 접근, 학생 인식의 차이점을 기초한 학교급별 역사교육의 구성 등을 조사 연구의 목적으로 삼았다. 이로써 향후 역사교육 목적으로서 역사의식 문제에 접근할 때 생각해 보아야 할 여러 논점들을 제기하였다.

2000년대 한국 텔레비전 역사드라마의 장르 변화 양상 고찰 1

윤석진 한국극예술학회 2012 한국극예술연구 Vol.0 No.38

1964년 <국토만리>가 방영된 이래 60여 년의 세월이 흐르는 동안 역사드라마는 역사적 인물과 사건을 반복적으로 호출하거나 재해석했다. 그럼에도 불구하고 각각의 역사드라마가 매번 다른 의미로 해석되는 것은 당대의 정치적․사회적․문화적 맥락이 다르기 때문이다. 물론 수없이 많은 인물과 그들의 삶이 축적된 수천 년의 역사에서 ‘어느 시대, 어떤 인물’을 소환하느냐는 전적으로 작가와 연출자의 몫이다. 하지만 그들에 의해 선택된 역사적 인물이나 사건에 현재적 의미를 부여하는 것은 시청자의 몫이다. 따라서 만약 역사드라마로 소환된 인물이나 사건이 시청자들이 살아가는 지금 현재에 말을 건네지 못한다면, 그것은 존재 의미를 상실한 역사드라마가 될 수 있다. 역사적 인물과 사건에 대한 시청자의 역사의식이 중요한 것도 그래서이다. 이처럼 과거를 이야기하되 언제나 현재적으로 해석될 수밖에 없는 것이 역사드라마의 숙명이다. 본고는 ‘가능성’과 ‘상상’을 중심으로 창작된 2000년대 역사드라마의 상상력을 의식과 정서의 차원에서 ‘민족적 의식 고양’, ‘정치적 의식 각성’, ‘혁명적 의식 고취’, ‘열정적 감성 강조’, ‘복고적 정서 자극’ 등의 다섯 가지 항목으로 분류하여 그 특징을 간략하게 살펴보았다. 민족적 의식 고취를 위한 상상력이 구현된 작품은 <주몽>․<태왕사신기>․<전우>․<로드 넘버 원>이고, 정치적 의식 각성을 위한 상상력이 구현된 <대왕세종>․<뿌리 깊은 나무>․<이산>․<선덕여왕>이며, 혁명적 의식 고취를 위한 상상력이 구현된 작품은 <다모>․<성균관 스캔들>․<돌아온 일지매>․<추노>이다. 그리고 열정적 감성 고취를 위한 상상력이 구현된 작품은 <대장금>․<경성 스캔들>․<공주의 남자>․<해를 품은 달>이고, 복고적 정서 자극을 위한 상상력이 구현된 작품은 <에덴의 동쪽>․<자이언트>․<제빵왕 김탁구>․<빛과 그림자>이다. 2000년대 역사드라마의 극적 상상력을 분석한 결과 ‘기록된 역사’를 토대로 한 ‘가능성으로서의 역사’나 역사적 시간과 공간에 대한 ‘상상으로서의 이야기’에 초점을 맞추면서 장르적 외연이 확장되고 있음을 확인할 수 있었다. ince the first historical drama <10,000 Ri of Territory> was aired in 1964, about 60 years have passed while historical dramas have repetitively called or reinterpreted historical figures and events. Nevertheless, the reason why each historical drama has been interpreted in a different way each time is attributed to different political, social and cultural situation of the time. Of course, calling 'a certain time and figure' amid thousands of years of history accumulated with a numerous number of historical figures and their lives is completely the responsibility of author and producer. However, imposing the present meaning on the selected historical figures or events is the responsibility of viewers. Therefore, if the figures or events called on historical dramas don't deliver the present meaning of the time when viewers live, the dramas come to lose the meaning of existence so that viewers' historical consciousness for historical figures and events is important. Like this, it is the destiny of historical drama to interpret the past based on the current meaning. This study was designed to analyse changes in the genre of Korean TV historical drama in 2000. At the very first, the trends of Korean TV historical dramas shown until the year 2000 were summarized, and then the dramatic imaginations of 20 historical dramas produced in the year 2000 were classified in terms of 'consciousness' and 'sentiment' into five categories: 'Raising national consciousness', 'awakening political consciousness', 'raising revolutionary consciousness', 'emphasizing passionate sensitivity','stimulating restoration sentiment. TV dramas that realized a dramatic imagination for raising national consciousness are <Jumong>, <Tae Wang Sa Shin Gi>, <Comrades> and <Road Number One>, those for awakening political consciousness are <The Great King Sejong>, <Deep-Rooted Tree>, <Yi San> and <Queen Seon-Deok>, those for raising revolutionary consciousness are <Damo>, <Sungkyunkwan Scandal>, <The Return of Iljimae> and <Slave Hunter>, those for emphasizing passionate sensitivity are <Dae Jang Geum>, <Capital Scandal>, <The Princess' Man> and <The Moon Embracing the Sun>, those for stimulating restoration sentiment are <East of Eden>, <Giant>, <Baker King, Kim Tak Goo> and <Lights and Shadows>. As a result of analysing dramatic imaginations of historical dramas in 2000, it was found that 'history from the view of possibility' based on 'recorded history', or 'story from imagination based on historical time and space had been focused to result in the expansion of TV drama genre.

부모의 역사의식이 유아의 역사의식에 미치는 영향

권이정 한국생태유아교육학회 2022 생태유아교육연구 Vol.21 No.1

This study determined the effect of parents' historical consciousness on that of their children. To this end, 129 children aged 4 and 5 and 129 pairs of parents were selected from Cities G and J. To investigate the historical consciousness of the study participants, Lee Bong-ja(2008) and Ramdhani, Naim, and Sumardi’s(2019) historical consciousness tests were revised and supplemented for children, and Ramdhani et al.’s(2019) and Jang Eun-kyung’s(2004) historical consciousness tests were modified for parents. The collected data were analyzed using Pearson's momentum correlation analysis and stepwise standard regression analysis using SPSS 18. The results indicated both parents and children had a moderate level of historical awareness, but among the lower variables, the mother's perception of historical usefulness and the child's understanding of historical events were slightly higher, and the child's perception of historical usefulness was slightly lower. Parents' and children’s historical consciousness showed a positive correlation, and the father's historical knowledge and understanding of the mother's historical facts among parents' historical consciousness were major variables explaining children's historical consciousness. This study presents implications for developing a method that can enhance the impact of parents' historical consciousness on that of their children. 본 연구는 부모의 역사의식이 유아의 역사의식에 미치는 영향을 알아보기 위한 목적으로 실시되었다. 이를 위해 G시와 J시의 만 4, 5세 유아 129명과 그 유아들의 부모 129쌍을 선정하였다. 유아들의 역사의식을 조사하기 위해서 이봉자(1998)의 유아역사의식 검사지와 Ramdhani, Naim, 그리고 Sumardi(2019)의 역사의식 검사지를 수정보완하여 만든 유아역사의식 검사지를 사용하였다. 또한 부모들의 역사의식은 Ramdhani 등(2019)과 장은경(2004)의 역사의식 검사지를 수정하여 만든 성인역사의식 검사지를 사용하여 조사하였다. 수집된 자료는 SPSS 18을 사용하여 Pearson의 적률상관분석과 단계적 표준회귀분석을 통해 분석하였다. 연구결과 부모와 유아는 모두 보통수준의 역사의식을 가지고 있었으나 하위변인 중 어머니의 역사적 유용성에 대한 인식과 유아의 역사적 사건에 대한 이해는 약간 높은 수준으로 유아의 역사적 유용성에 대한 인식은 약간 낮은 수준으로 나타났다. 부모의 역사의식과 유아의 역사의식은 정적인 상관관계를 보였으며, 부모의 역사의식 중 아버지의 역사적 지식과 어머니의 역사적 사실에 대한 이해는 유아의 역사의식을 설명하는 주요한 변인이었다. 본 연구는 유아의 역사의식에 미치는 부모의 역사의식을 제고할 수 있는 방법을 개발하는데 시사점을 제시하고 있다.

현재주의(Presentism)와 역사의 이념화: 1970~80년대 역사의식 대두와 국사교육관의 전환

홍선이 한국사학회 2023 史學硏究 Vol.- No.152

This article aims to investigate the background of the prevalence of historical consciousness discourse in Korean society during the 1970s and 1980s. It also explores the significance of this discourse being established as the ultimate goal of the ‘7080 Government-designated Textbook System’ from both intellectual and historical perspectives. In the 1970s, as a sense of crisis and anxiety overwhelmed Korean society due to military and security crises, as well as rapid modernization and westernization, Koreans began to feel the onset of a transitional era. Under these circumstances, the concept of historical consciousness became highly popular within intellectual circles. As the discourse of historical consciousness gained traction, arguments emerged both within and outside academia that posited historical consciousness as the ultimate goal of national history education. As a result, historical consciousness emerged as the final and ultimate goal of national history education in the 1970s and 1980s. However, while government-led historical consciousness in the 1970s emphasized national patriotism based on pride in traditional culture, the 1980s witnessed the emergence of a resistant historical consciousness that prioritized unification and democratization as primary objectives. On the one hand, in terms of the purpose and usefulness of history, presentism can be defined as ‘the belief that the significance of history lies in solving current problems and contributing to future progress.’ Both government-mandated historical consciousness and resistance historical consciousness shared the characteristic of ideologizing history education under the guise of historical consciousness. Therefore, the historical consciousness that served as the ultimate purpose of national history education under the ‘7080 Government-designated Textbook System’ was rooted in presentism. It viewed history not for its own inherent value or to respect the past, but as something to be learned with a clear sense of purpose — to utilize it for present and future development and progress.

국외 역사교육의 ‘역사의식’ 연구동향과 그 시사점

尹鍾弼,朴賢淑 歷史敎育硏究會 2012 역사교육 Vol.123 No.-

The purpose of this paper is to provide diverse approaches to historical consciousness with the help of studies on the subject in other countries. Especially in Canada and the United States, historical consciousness has emerged as an important subject in history education. Jörn Rüsen, who is one of the leading scholars in this field, has suggested four types of historical consciousness, namely traditional, exemplary, critical and generic. And they basically form an ascending linear progression. His focus is on the connection between the development of historical consciousness and moral judgments. Working on Rüsen’s scheme, Peter Seixas has given a more systematic arrangement to the four types. Seixas can be differentiated from Rüsen in that while the former puts what he calls ‘historical epistemology’ at the center of the development of historical consciousness, the latter categorizes the forms of historical consciousness mainly in terms of substantive knowledge about the past. Peter Lee, without denying the merits of Rüsen’s study, makes a critical point that Rüsen’s typology does not fully take into account students’ metahistorical ideas, that is to say their ideas of the discipline of history. In Lee’s opinion, history education needs to emphasize the development of students’ metahistorical thinking. Jürgen Straub, among many other things, tackles the problem of whether historical consciousness is an anthropological universal or a historical product. Straub gravitates towards its historical aspects and argues that modern historical consciousness is related to being aware of historicity and contingency of our world. Lastly Sam Wineburg, with the help of the study of collective memory by Maurice Halbwachs, shows that several elements such as family, community, mass media, and others are in play in the development of students’ historical consciousness. And he suggests that researchers see school history education in the context of the ‘cultural curriculum’ and realize its importance in the shaping of students’ consciousness.

역사교육 개념어의 용례 검토 : 역사적 사고, 역사해석, 역사인식, 역사의식

金漢宗(Kim Han-Jong) 歷史敎育硏究會 2010 역사교육 Vol.113 No.-

This study investigated the concepts of terminologies frequently used in history education articles. The terminologies investigated in this study are historical thinking, historical interpretation, historical cognition and historical consciousness. The general meanings of these terminologies are searched first, and then practically used examples in articles are analyzed. Twenty articles, which theoretically discuss history education, are analyzed in this study. The followings are the results and suggestions of this study. First, it is agreed that historical thinking should reflect the historian's thinking mode. Though some articles tried to classify the elements of historical thinking, other articles criticized this type of study insisting that it reduced historical thinking to general educational thinking. There has been a disagreement between both studies whether the interpretation is an element of historical thinking or not. Second, some articles criticized that precedent studies on historical thinking had focused on methods than contents; the result than the process of thinking. But history education should concern about cultivating student's desirable historical cognition of historical facts as well as carrying out historical thinking process. Third, the concept of historical cognition used in articles was difficult to differentiate the view of history. But I think that although the view of history is the general perspective of thinking history and historical facts, historical cognition is formalized from combining the knowledge of historical facts and the view of history. Fourth, 'historical cognition' was frequently confused with the historical interpretation. Most history education articles argued that the historian's subjective view would be involved in the historical interpretation. We understand historical facts and have the historical cognition on the basis of interpreting historical materials. Accordingly, historical interpretation is the foundation of the historical cognition. Fifth, the concept of 'historical consciousness' has been used as both historical consciousness representing psychological development and historical problematic or critical consciousness, and confused with historical thinking. It was because the study of the development of historical consciousness in Japan used the components of historical thinking as the concept of 'historical consciousness'. I suggest we should analyze the components of historical consciousness suggested in the study of 'the development of historical consciousness', and classify them into historical thinking and historical problematic or critical consciousness. Though the concepts of the terminologies investigated in this study cannot be unified or simplified, we should discuss the basic meaning of those terminologies so that the debate and critical comment on history education research might become more active.

학생들의 역사 개념에 대한 이해 양상과 역사의식

朴珠鉉(Park Joo-Hyun) 歷史敎育硏究會 2009 역사교육 Vol.111 No.-

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.

한국 역사소설 연구의 한 경향 : 이광수 역사소설에 대한 논의를 중심으로

황정현(Hwang Jung-hyun) 韓國批評文學會 2010 批評文學 Vol.- No.35

The historial novels of Kwang-Soo Lee were subject of much discussion, as they were subject of studies on Korean modern historical novels. The historical discussions about Lee's historical novels show us what kind of subjects have been more paid attention. Looking the history of discussions about lee's historical novels could show the tendency of study on the korean modern historical novels. In late 1960∼1980, critics defined the modern historical novels as 'the history of the preceding age'. They insisted that the author's historical consciousness be the most essential condition as the historical novels. On one hand, critics who accepted Lukacs's theory, argued that Lee's works couldn't reach the standards as modern historical novels because of the lack of the historical consciousness. On the other hand, critics appreciated the enlightening value of lee's works. These two conflicting opinions have a common point that the literature is a mirror of the society and the author's consciousness is important. This idea nevertheless ignores the following two important points. First, the deductive definition of 'modern historical novels', following the occidental models, misses the characterisitcs of 'korean historical novel'. Second, the overemphasizing of the author's consciousness ignores the artistic form of novels. The tendency which emphasizes the historical consciousness and the connection between the novel and the society is the countermeasure to the politically chaotic state. The critics tried to find the way to overcome this kind of politically unstable situation with literature and this attitude was reflected on the study on the historical novels.

역량중심 교육과정의 적용에 대한 독일 역사교육의 사례 : 역사적 사고 지향의 FUER모델을 중심으로

박미향(Park, mihyang) 한국역사교육학회 2021 역사교육연구 Vol.- No.40

독일은 국제학업성취도 평가인 PISA에서 독일 학생들의 저조한 성적에 대한 극복 방안으로 2000년대 중반 역량중심 교육과정을 도입하였다. 이에 역사과목의 역량모델들이 개발되었는데, FUER모델(2006/2007), 한스 위르겐 판델 모델(Hans-Jürgen Pandel)(2005), 페터 가우치 모델(Peter Gautschi)(2009), 독일역사교사협회의 교육표준(2006, 2010)이 그것이다. 본고는 이러한 역량모델들 중에서 가장 체계적인 모델로 인정받으며 독일 각 주의 역량개발에 지대한 영향을 미친 FUER모델을 중심으로 독일의 역량중심 교육과정을 살펴보았다. 또한 독일 역사교육에서 논의되었던 역사의식 이론들이 FUER모델에 어떻게 적용되고 있는 지를 고찰하였다. FUER모델은 학생들의 생활세계에서도 전이가능하고 적용 가능한 ‘역사적 사고의 과정’을 제시하였고, 이러한 과정으로부터 역사적 역량을 도출하였다. FUER모델에서 제시한 역사적 사고 과정은 학생들이 과거와 역사에 대해 스스로 질문을 제기하고, 비판하면서 해체하고, 자료들을 토대로 과거를 재구성하여 그것을 삶에 적용하는 그런 일련의 ‘과정’이다. 질문제기, 재구성과 해체, 방향설정 과정과 이러한 과정에서 이해해야할 역사적 원리, 개념 등에 대한 지식을 토대로, FUER모델은 역사적 질문역량, 역사적 방법역량, 역사적 방향설정역량, 역사적 사실역량을 도출했던 것이다. 이렇게 역사적 사고를 하나의 역동적인 과정으로 이해한 것은 역사의식 이론의 영향이라 할 수 있다. 역사의식을 역사해석에 대한 성찰적이고 비판적인 ‘활동’으로 이해했던 야이스만과 역사의식을 합리적인 역사서사 ‘행위’로 이해했던 뤼젠의 이론이 그것이다. 이러한 영향으로 역사의식이 역량중심 교육과정에서는 역사적 사고의 ‘과정’으로 치환되었다. 역사적 역량은 역사적 사고의 학습으로 정의되었다. 이러한 결론에 이르기까지 독일 역사교육은 다음과 같은 근원적인 질문들을 제기했다: 역사교육은 학생들에게 ‘무엇을’ 가르치는 것인가? 역사를 학습하고 난 이후 학생들은 무엇을 할 수 있어야 하고, 어떤 능력이나 역량을 가질 수 있어야 하는가? 학생들에게 그러한 역량을 키워주기 위해서 역사수업은 어떤 방식으로 조직되어야 하는가? 역량중심 교육과정을 적용해야 할 한국의 역사교육 역시 이러한 근본적 질문들을 피할 수 없어 보인다. 구체적인 역사적 역량들은 그 답을 찾는 과정에서 제시될 수 있을 것이다. Germany introduced a competency-based curriculum since the mid-2000s as a way to overcome the poor grades of German students in PISA, Programme for International Student Assessment. As a result, competency models for history subjects were developed: FUER Model (2006/2007), Hans-Jürgen Pandel Model(2005), Peter Gautschi Model (2009), Educational standards of the Association of History Teachers in Germany(2006, 2010). Among these competency models, this paper examines the German competency-based curriculum centering on the FUER Model. At the same time, how theoretical discussions on historical consciousness are applied to the FUER Model were examined. The FUER model presented a ‘process of historical thinking’ that is transferable and applicable even in the social life of students, and historical competence was derived from this process. The historical thinking process presented by the FUER model is a series of ‘processes’ in which students ask questions about the past and history themselves, deconstruct it while criticizing it, reconstruct the past based on data, and apply it to their lives. Based on the process of questioning, reconstruction, deconstruction, and direction setting and knowledge of historical principles and concepts to be understood in these processes, the FUER model derived historical questioning competence, historical method competence, historical direction setting competence, and historical fact competence. This understanding of historical thinking as a dynamic process can be said to be the influence of previous theories of historical consciousness. These are the theories of Jeismann, who understood historical consciousness as a reflective and critical ‘activity’ for historical interpretation, and Ruesen’s theory, who understood historical consciousness as a rational historical narrative ‘action’. As such, in German history education, historical consciousness was understood as an ‘activity’ or ‘action’ rather than any substance, theory, or philosophy, so it was reduced to a ‘process’ of historical thinking in the competency-based curriculum. As suggested by the FUER Model, Germany s history education seems to have taken a major direction in defining historical competence as the learning of historical thinking. Until this conclusion, Germany s history education faced and discussed the following fundamental questions after the introduction of the competency-based curriculum: What does history education teach students? What should students be able to do after studying history, and what abilities or competencies should they have? How should history lessons be organized in order to develop such competencies in students? History education in Korea, which should apply the competency-based curriculum, also seems to answer these fundamental questions.

동아시아 전쟁 관련 기념관의 전시 내러티브와 역사교육적 의미

이아름,박현숙 한국역사교육학회 2019 역사교육연구 Vol.- No.35

The objective of this study is to look into the stories described through the exhibition narratives of Hiroshima Peace Memorial Museum and Nanjing Massacre Memorial Hall. In an exhibition, historical relics are carefully selected and arranged to deliver the intended messages. Since those selected relics could be understood in various ways according to the context, it is important to analyze the exhibition narratives as those selected relics could be understood in various ways according to the context. Hiroshima Peace Memorial Museum chose to display the cruelty of the war and the damages caused by the atomic bomb. Thus the display emphasizes the importance of peace while avoiding the responsibility of the outbreak of the war. In historical context, its narrative only indicates how much damage Japan suffered from the atomic explosion in Hiroshima, separating the brutality of the invasion from the damage. On the other hand, Nanjing Massacre Memorial Hall proves that the massacre is an indisputable historical fact, to contradict the ‘rightwing organizations’ of Japan who denies the happening of the massacre. Also, it functions as the place to educate the Chinese nationalism. This study tries to extract historical consciousness embedded in the exhibition narratives. Here, four types of Jörn Rüsen’s distinction of historical consciousness; traditional, exemplary, critical, genetic is employed. Neither the Hiroshima Peace Memorial Museum nor Nanjing Massacre Memorial Hall applies merely a single type of historical consciousness Rüsen suggested. The two memorial museums display various ways of historical awareness by using diverse narratives that show the four types of historical consciousness. This is because the views understanding of the past warfare and damages changed over time. History education is not about delivering the facts of the past but guiding the public to have the right view about the past which is based on selfunderstanding. Because of the experience of the war in the 20th century, the view of selfunderstanding of each of East Asian countries was altered. As a result, the view of each other also differed, which reflected on the exhibition of memorial museums. As time passes, the concern of improper history awareness is raised due to gradual loss of actual experience and memory. Especially, for three countries in East Asia who suffered extreme conflicts, the memories of the past is still a key factor of the conflicts of today. In the current situation, the responsibility of passing down the memory of the past and raising critical historical consciousness by education is being emphasized. Accordingly, memorial museums should be the means to understand common history and to achieve a futureoriented reconciliation between the related countries. The memorial museums carry war memories that are not restrained to history of a single country. In the light of current international conflicts regarding past memories, it is of great importance to pay attention to the memorial museums that represent the contemporary history of three East Asian countries. 본고는 동아시아 역사 갈등의 대표적인 주제인 아시아태평양전쟁의 기억을 담고 있는 기념관의 전시 내러티브를 분석하였다. 그 중에서 히로시마 평화기념자료관과 난징대학살기념관의 전시 내러티브를 분석하고, 그 역사교육적 의미를 살펴보았다. 히로시마 평화기념자료관은 전쟁의 비참함, 원폭으로 인한 피해를 선택하여 전시하고 있으며, 평화에의 소중함을 강조하고 있었다. 반면, 전쟁 발발 책임에 대해서는 회피하고 있다. 피폭과 피폭 이후의 히로시마에 초점을 맞추면서 피폭 이전의 히로시마와 원폭이 투하되게 된 원인을 찾을 수 있는 큰 맥락으로서의 사건인 아시아태평양전쟁은 배제되어 있다. 난징대학살기념관은 방대한 자료와 그 동안의 연구 성과를 통해 난징대학살이 역사적 사실임을 보여주며 난징대학살을 허구라고 부정하는 일본에 대응하고 있다. 그리고 난징대학살기념관은 ‘애국주의 교육기지’로 지정되어 중국의 항전기억을 통한 애국주의의 함양에 이바지하고 있다. 한편, 뤼젠이 분류한 4가지(전통적, 전형적, 비판적, 발생적) 역사의식 유형을 통해 전시를 살펴보았을 때, 히로시마 평화기념자료관과 난징대학살기념관은 여러 내러티브를 통해 다양한 역사인식을 보여주고 있었다. 이러한 인식은 과거 전쟁과 피해에 대한 관점에 따라 현재를 이해하는 방식이 달라지면서 나타나게 된 결과이다. 특히, 두 기념관은 전통적, 전형적 유형의 역사의식이 더욱 두드러지게 나타나고 있었다. 20세기 전쟁이라는 극단적인 갈등을 겪은 동아시아 3국의 과거사는 단순히 역사적 사실에 그치지 않고 현재에까지 갈등의 원인이 되고 있다. 이러한 현실에서 역사교육은 소통의 창구가 되어야 한다. 그리고 전쟁 기념관은 과거의 역사를 이해하고 미래지향적인 화해로 나아갈 수 있는 매개체가 되어야 한다. 전쟁 기념관과 같이 기억의 사회적 재생산 장치가 가지는 의미는 한 국가에 국한되지 않는다. 그 전쟁을 경험했던 여러 나라들과 연관된 초국가적인 문제이므로, 동아시아 3국의 기억을 재현하는 기념관에서의 역사교육에 주목할 필요가 있다고 생각된다.