미술 창의성 연구를 위한 생애사 방법론 고찰

김형숙,문지원 한국조형교육학회 2012 造形敎育 Vol.0 No.44

This paper examines the meaning of life-history research, which has become a significant method in the educational field, and its implications as a method in art education. A life-history is a history of one's experiences and is categorized as a personal document: autobiography, biography, diary, letter and so on, for it reveals one's perspective, circumstances, and perspective. On the other hand, life-history research is differentiated from the life-history itself by the reinterpretation and reorganization of a researcher based on the personal documents. In addition, life-history research simultaneously deals with the subjective aspect of one's life experience and the objective aspect of the society through the person's life. Therefore, a life-history is a method utilized not only to study one's life, but to analyze society based on one's point of view. First, this study investigates the development of the concept of creativity, and diverse research methodologies of creativity. Second, this study examines the relation between creativity and life-history research. Third, the previous study of life-history research and its research methods and processes are discussed in order to study the process of creativity development. Fourth, this study investigates the creativity system model by Mihaly Csikszentmihalyi, focusing on the importance of cultural context, social context, and the individual in the creative process. Finally, this study maintains that life-history research allows a reinterpretation of social phenomena through the shift in perspective from that of the subject to that of the researcher. The life-history research method can be a new research method in art education, and the results of life-history research can suggest a new counterplan for other art education researches.

현행 `한국사` 교과서에서 생활사 서술의 문제점과 개선 방안

신유아 ( Shin You-ah ) 역사교육학회 2017 역사교육논집 Vol.62 No.-

Public interest in everyday Life history in Korea has occurred since the mid-1990s. The characteristic of study on `everyday Life history` in Korean history is Pursuing to describe ordinary people`s everyday life vividly. The insistence on teaching everyday life history in history education has occurred in elementary school. However, coming to criticism that political history has been treated too important, Insistence on teaching everyday Life history is gaining strength. Everyday life history can help people feel familiar with the lives of the past and make students feel interested in history. However, it should not be necessary to explain how people live in the past with abstract sentence. It is also inappropriate to list the characteristics associated with food and clothing, house. This may not only lead to a lack of students ` interest, but also resulting in Misunderstanding that history textbooks being filled with unimportant contents. The descriptions of everyday life history descriptions in textbooks need to be presented using various materials, such as historical records and drawings recorded by Those who lived in the past. This method has been used in many aspects of `Korean modern history` textbooks in 7th curriculum. the `Korean history` textbook In 2009 curriculum described vividly everyday life of people in the past by using the conner `topic opening`. To better teach everyday life of people in the past, it is important to utilize various research results related to everyday life history.

조선족 디아스포라 구술생애사 연구 현황과 방법

박경용 경희대학교(국제캠퍼스) 국제지역연구원 2014 아태연구 Vol.21 No.1

The oral life history of Korean-Chinese(Chosun-jok) diaspora is an useful method for recording and understanding of the process of migration and adaptation, the oral history of Korean-Chinese’s everyday lives. And it is history, culture contents and the text for analysis. Focused on Korean articles and books, there have been very poor only 16 books of life histories and 5 articles on this part until now. But it is much significant and worthwhile that these studies lead to more research about the oral life history of Korean-Chinese diaspora in the future. I would propose 'the more inclusive oral life history’ as an alternative plan for up-grade oral life history of Korean-Chinese diaspora. For this, we must inclusively contain the concerning oral tradition, oral testimony, life narrative and the oral history of everyday lives in the oral life history of Korean-Chinese. And then we must make up-grade the oral life history of Korean-Chinese diaspora in the field of oral history. It is necessary for us to adopt different strategies according to two unlike diaspora types so as to study the oral life history of Korean-Chinese diaspora. The case of the first diaspora about Korean-Chinese in original regions should be all focused on oral tradition, oral testimony, life narrative and oral culture history of everyday lives. But another case of the second diaspora about Korean-Chinese in re-migration regions should be more focused on the process of adaptation and the history of everyday lives in new migration regions than oral tradition and oral testimony. We can conserve the history of Korean-Chinese and make up for Korean history through recording of the oral life history about Korean-Chinese diaspora. We can make good use of it to education and culture tourism storytelling and for development of culture industry, broadcasting and movie, drama, literature, museum etc. 조선족 디아스포라 구술생애사는 조선족의 이주와 적응, 생활사를 기록하고 이해하기 위한 중요한 연구방법론이자 역사문화콘텐츠이며 분석을 위한 텍스트다. 중국 조선족은 이미 초기 이주세대가 대부분 자연 사멸함으로써 이주와 적응, 생활사의 많은 기억이 소멸되어 안타까운 실정이다. 한국과 중국에서 한국어로 간행된 자료를 중심으로 살펴보면, 16권의 생애사와 5편의 논문이 산출된 정도여서 우선 양적으로 대단히 빈약하다. 하지만 열악한 환경 속에서도 조선족 디아스포라 구술생애사 연구의 단초를 열어주었다는 점에서는 그 가치와 의의가 적지 않다. 조선족 디아스포라 구술생애사 연구의 한 가지 대안으로 이른바 ‘포괄적 구술생애사’를 제시한다. 이는 구술생애사를 구전 및 구술증언 등과 더불어 구술사의 한 가지 단순한 분야로 간주하는 기존의 입장을 넘어서는 것을 의미한다. ‘포괄적 구술생애사’는 조선족 디아스포라의 구전 및 구술증언, 생애담, 구술생활사 등을 모두 포괄함으로써 구술사 영역 내의 위상을 격상시키는 것이다. 조선족 디아스포라 구술생애사는 디아스포라 유형에 따라 연구 전략을 달리할 필요가 있다. 즉 동북3성의 본거지 조선족과 이곳을 떠나 중국 내외로 재이주한 조선족 디아스포라 구술생애사의 차별화된 접근이 필요하다. 이는 이주 시기와 동기, 과정뿐만 아니라 연령층이 상이하고 이주지의 생활조건들이 달라 이주와 적응, 생활사의 양상이 같지 않기 때문이다. 본거지 조선족 구술생애사는 구전과 구술증언, 생애담을 비롯하여 이주와 적응, 생활사 중심으로 접근한다. 반면 재이주지 조선족 구술생애사는 생애주기에 따른 생애담과 이주과정 외에 재이주사회에 정착, 적응하는 과정의 생활양상 위주로 접근한다. 필자는 우선 동북3성 각처의 ‘조선족 100인 디아스포라 구술생애사 기록’을 제안한다. 연구의 효율성을 위해서는 한국과 중국 내 관련 연구기관이나 단체가 공동으로 추진할 필요가 있다.

초등학교 역사교육에서 생활사의 도입과 담론 형성

문재경 한국역사교육학회 2019 역사교육연구 Vol.- No.33

This study investigates the introduction of life history and the embodiment of the discourse of life history in the elementary school history area. First, the introduction of life history in the elementary school history area started as a history teaching strategy considering the reflection of problems of history education by rote centering on the complete history during the Imperial Japan occupation period and the concern and interest of children, and the life history taught was conducted with the integration of the history subject into the social life subject and the influence of the child, life, and experience‐centered history education of Dewey’s Experimental School since the syllabus period.To examine the discourse of life history education, during the syllabus period, under the influence of Hwang Ui‐don's Culture Nationalist view of history, the chronicles in Grade 6 consisted of life history related cultural history, and under the influence of Dewey's life‐centered history education perspective, it consists of the contents of industrial history and intellectual history in Grades 4 and 5. It can be said that the meaning of life history education in this period is to teach history with contents related to children's life and interest to understand the present life.The discourse of life history established in the syllabus period continued until the 1st and 2nd curriculum period, and the history education centering on life history was conducted from the 3rd to the 6th grade. 이 논문은 초등학교 역사영역에서 생활사의 도입과 생활사 담론의 형성에 대하여 연구하였다. 먼저 초등학교 역사영역에 생활사의 도입은 일제시기 통사 중심의 암기식 역사교육이 갖는 문제의 반성과 아동의 관심과 흥미를 고려한 역사교육 방안으로 출발하면서 사회생활과에 역사과가 통합되는 것과 Dewey 실험학교의 아동, 생활, 경험중심 역사교육의 영향 등으로 교수요목기부터 이루어졌다. 생활사 교육의 담론을 살펴보면, 교수요목기에 6학년 연대사에서는 황의돈의 문화민족주의 사관의 영향으로 생활 관련 문화사 중심으로 내용이 구성되었으며, 4~5학년에서는 Dewey의 생활중심 역사교육관의 영향으로 산업사, 지성사의 내용으로 구성되었다. 이 시기 생활사 교육의 의미는 현재의 생활을 이해하기 위해, 아동의 생활과 관심에 관련된 내용으로 역사를 가르치는 것이라고 할 수 있다. 교수요목기에 형성된 생활사 담론은 1차와 2차 교육과정기까지 이어졌고, 3~6학년까지 생활사 중심의 역사교육이 이루어졌다.

생활사 연구와 아카이브의 활용

함한희 ( Han Hee Ham ) 경북대학교 영남문화연구원 2008 嶺南學 Vol.0 No.14

This study reviews a recent development of history about people`s everyday life in Korea, so called saenghwalsa or `Life History` by literal translation, which various scholarships among humanities and social sciences have been increasingly drawn attention to. The major goal of the `life history` is to put people who have long been marginalized in the study of Korean history back the right places in the historical development through the recognition of realities rather than ideological reassessment. The 20th century minjung saenghwalsa (people`s everyday life history) research group has taken the historiographical initiatives with the agenda of a return to historical democratization. It means that historical subjectivities are reconsidered by studying lives of those who were known to be `the people without history.` To accomplish its agena, first, the concrete features of people`s everyday lives are studied and second, the ethnographic history of people`s life are portrayed in detail and precision. The new historiography influenced by anthropologists` ethnographic writing which describes not only every details of people`s life but also the meanings and symbols imbedded in it. The research method has given much insights to historians who tried to establish a new method of historial narratives. Third, the new historiography based on people`s life also attempts to reveal the aspects of societal changes as well. This must be one of goals that any historical studies are supposed to accomplish. As such, the new subject matters are introduced and new methodology and historical perspectives are intensively exploited by the research group. The researchers are collecting people`s narratives through intensive interviews with those individuals who can tell their life histories or their memories of specific incidents. Writing their history and culture with objectivity and impartiality is a necessary and urgent mission. Otherwise such data will disappear in the near future. Based on the historical data collected, the Minjung Life Archives (MLA) are established. The purpose of establishing the archives is to rewrite the modern and contemporary of history of Koreans through the study of primary sources. In MLA, about 500 individuals` life histories as primary data have been accumulated and analyzed. The group has so far endeavored to collect precious primary sources and develop the best technical environment for preserving and using those data in order to expand in the level of information with respect to the ordinary people`s life history and culture. In sum, the significance of the study of the people`s life history carried by the research group in particular, and the ethnographic history on people`s life in general lies in the urgent need to rewrite about Korean history and culture since natural and social environments, people and their life styles have rapidly changed. 최근 생활사가 여러 학문분야에서 새로운 연구경향으로 주목을 받고 있는 상황에서 필자는 이 글을 통해서 생활사를 위한 기초자료수집의 중요성과 아카이브구축의 필요성을 이야기하고 있다. 더 나아가서 심층적인 문화기술로서의 생활사를 서술하기 위해서 아카이브를 효율적으로 활용할 수 있는 방법도 소개하고 있다. 생활사는 `역사가 없는 사람`들을 역사의 무대로 올리기 위한 작업이기 때문에 이들을 위한 역사적인 기록을 만드는 일부터 시작해야 한다. 일차적으로는 민중들의 일상적인 삶의 구제적인 모습을 담아내야 하고, 그것을 아카이브화하여 자료로 만들어야만 한다. 본고에서는 사라져가는 근현대의 생활세계에 대한 자료를 수집하기 위해서 2002년부터 연구를 시작한 20세기민중생활사연구단의 연구방법과 아카이브시스템을 소개하고 있다. 이 연구단에서는 시대의 주인공으로 살아왔으면서도 목소리를 내지 못한 이들에게 역사를 복원시키고, 그들의 문화를 기록해 두는 것을 궁극적인 목표로 삼고 있다. 한 사람의 이야기를 생애주기를 따라서 펼쳐 보이는 방법으로 구술생애사를 수집하여 그 자료들을 아카이브에 축적하게 된다. 그리고 나면, 그 역사적 기록을 잘 활용하여 심층적인 생활사를 기술할 수 있게 된다. 민족지적 성향의 역사를 기술할 때는 `특별한 것이 없는 보통사람`들이 의미를 만들어내는 방식에 대하여 관심을 가지게 된다. 그러면서도 사회의 변화를 동시에 보여줄 수 있는 역사학 본연의 임무도 달성해야 한다. 아무리 일상생활을 중심으로 미시적인 역사서술에 관심이 있는 역사가라고 하더라도 인간사회와 문화의 변화를 설명하는 일을 소홀히 할 수는 없기 때문이다. 이러한 역사적 관점을 가지고 필자는 생활사 연구방법의 개발을 위한 기초적인 작업의 일환으로 아카이브의 유용성을 설명하였다. 첫째는 점차 사라져가는 자료의 복원 또는 재현을 하기 위해서 아카이브가 필요하다. 둘째는, 자료의 종합관리 시스템으로 구축한 원자료관과 디지털아카이브를 통해서 생활사연구의 방법론적인 모색이 가능하다. 세 번째로는 생활사아카이브가 역사의 민주화를 위한 작은 출발이 될 수 있다. 민중들로 하여금 스스로 말할 수 있는 장이 된다는 점에서 그러하다. 체계적인 생활사아카이브의 구축은 역사연구를 위한 기초적인 장이며 궁극적으로는 역사의 민주화를 달성시킬 수 있는 매개가 된다는 점에서 의미가 있다.

사회사와 생활사의 조우

손숙경 ( Suk Kyung Son ) 경북대학교 영남문화연구원 2009 嶺南學 Vol.0 No.15

This study is to analyze the academic tendencies on life history paid great attention lately in history circles, relating to social history. I, therefore, would concentrate on the subjects rather than general tendencies of both circles and bring about discussions to those matters, relying upon the macroscopical structures. The active attentions and discussions over life history arose earlier in history circles. The studies have had close relations with the academic trends in Western, such as new cultural history, history of everyday life, microhistory and so forth. They have great interests in history on insignificant subjects which have been treated with disregard so far. Social history also do. Because of this feature, both may be considered to have continuance. Many of social history study of Korea has been subject to social economic history. To resolve the limits and the defects caused by, new social history should be needed, not diversion to life history. The attentions for new cultural history are also getting stronger against the problems caused by study of focusing on the structure which social history have been serving recently. But danger toward new cultual history, which must be considered as a determined goal to be accomplished by all cultural phenomenon just beyond focusing on the importance of culture, should be kept cautious. The concept of culture has meaningful fields never to be ignored for multiple approaches. New cultural history should be located as a viewpoint, recognizing all over the society through a culture. In this context, life history would try to proceed in so-called socioculture history, combining society and culture, though life history has put more emphasis on the importance of the culture against ignorance by social history. An inclination toward socioculture history may be reasonable for historical approaches and it will be accomplished after the study of life history overcome tendencies depending upon the discussion of macro theory. The achievements of life history study need to confront with defects of social history in Korea circles, and considering this aspect, I think sociocultural approaches, the encounter of social history and life history mentioned above, timely and appropriate on this study. But although these kinds of studies have paid more attentions to individual persons and particular time and space, it doesn`t mean to make light of our important critical discernment on history studies. Life history study would develop as a new viewpoint, containing new critical discernment, not as a new field through these concerns. 이 글은 최근 한국 역사학계의 중요 관심 주제로서 논의되고 있는 생활사 연구 동향을 종래 사회사에 대한 문제 의식과 결부하여 살펴보는데 그 목적이 있다. 이를 위하여 사회사와 생활사의 연구 동향을 문제 중심으로 보다 거시적인 구도 위에서 논의하였다. 한국의 생활사, 연구는 신문화사, 일상사, 미시사라는 서구학계의 동향과 밀접한 연관을 가지고 출발하였는데, 기본적으로 아래로부터의 역사를 지향하고 있다. 이것은 사회사 연구 역시 마찬가지이며 이런 측면에서 사회사와 생활사는 일면 그 경계가 애매하다고 할 수 있다. 종래 한국의 사회사는 사실상 사회경제사에 예속되어 있다고 하여도 과언이 아니다. 이러한 점에서 사회사에 대한 한계와 문제점을 해결하는 것이 생활사로의 전환이 아니라 오히려 새로운 사회사를 필요로 한다는 것이 필자의 입장이다. 한편 사회사가 구조 중심의 역사서술을 지향함으로써 야기된 문제들에 대응하여 새로운 문화사에 대한 관심이 고조되고 있는 것도 여기에서는 문제로 삼았다. 특히 문화의 중요성을 강조하는 것을 넘어서서 모든 것을 새로운 문화사로서 치환하려는 위험성을 경계하는 것이다 문화라는 개념은 역사 현실에서 다각적 접근을 위해 소홀히 할 수 없는 의미 있는 `차원`이다. 신문화사는 이러한 문화를 매개로 하여 사회 전체를 조망할 수 있는 `시각`으로 자리매김 되어야 한다. 이러한 맥락에서 생활사가 종래 사회사에서 간과한 문화의 중요성을 강조하더라도 그 방향은 사회와 문화를 결합한 이른바 사회문화사를 지향하여야 한다고 강조한다. 한국에서 생활사 연구는 한국 특유의 사회사의 연구들이 갖는 한계를 직시하여야 하며 이러한 면에서 사회사와 문화사의 조우를 기대하는 사회문화사적 관점이 한국학계의 생활사 등의 연구에 시의성이 있다고 보는 것이다. 이와 함께 생활사 연구가 개별 인간이나 특정 시공간에 관심을 가지고 있지만 역사 연구의 중요한 문제 의식을 간과하지 말아야 한다는 것도 이 연구에서는 덧붙였다. 이러한 고민을 담을 때 생활사는 새로운 영역이라기보다는 새로운 전망, 즉 새로운 문제의식을 담은 성과로 발전할 수 있을 것이다.

역사교육 내용구성을 위한 생활사의 재개념화

김한종 한국사회교과교육학회 2021 사회과교육연구 Vol.28 No.1

이 연구에서는 생활사의 개념이나 성격이 다양한데도 기존의 생활사 교육이 이를 구분하지 않은 채 사례 중심의 수업 방안을 제시하는 문제점에서 탈피하여, 생활사의 유형에 따른 교육의 방안을 제시하였다. 이를 위해 생활사를 보는 관점에 따라 일상생활사, 생활문화사, 생애사의 3가지 유형으로 나누었다. 일상생활사는 일반 민중의 일상적인 삶을 보여준다. 생활문화사는 정치나 사회구조가 사회구성원 개인에게 미치는 영향 및 개별 주체의 대응에 주목한다. 생애사는 개인의 삶 자체를 생활사의 대상으로 하되, 경우에 따라서는 개인의 경험에 비추어 사회의 특정 주제를 이해한다. 이 중 ‘어떤’ 생활사를 염두에 두느냐에 따라 접근 방법과 교육의 목적이 달라지며 학습활동도 차이가 난다. 생활사는 새로운 원천과 성격을 가지는 역사적 사실이며, 다양한 역사 행위 주체, 역사 생산자 주체를 드러낸다. 생활사 교육은 교사와 학생을 역사 내러티브의 소비자뿐 아니라 생산자로 자리매김 할 수 있다. This study suggested teaching strategies based on the type of life history, which would solve problems of the present life history instruction because of not distinguishing its concept and character. There are three types of life history such as daily life history, living culture history and life-span history according to the perspective of life history. Daily life history shows the everyday life of the public people. Living culture history focuses on the impact of politics or social structure on individual people of society and their response. Life-span history essentially research an individual’s life itself, but in some cases, he/she shall understand specific themes of society in the light of personal experience. The approach to life history, the purpose of history education and learning activity shall vary depending on ‘what’ life history is applied. Life history is a historical fact with new sources and personalities, revealing various historical agencies and producers of historical facts. Life history education may enable teachers and students to establish themselves as producers as well as consumers of historical narratives.

한국 생활사 연구의 성과와 과제

안병직(Ahn Byung-Jik) 역사학회 2012 역사학보 Vol.0 No.213

History of everyday life is one of the most important new departures among historians in Europe, particularly German historiography during the last quarter of the 20th century, with its criticisms and challenges against the entrenched socialstructural history. This trend involves a shift in a historian’s agenda from impersonal social structures and processes to the experiences of human actors, from economic and social influences to the anthropological and cultural aspects of history. Professor Song’s study of daily life in Korean history has much in common with the historical research of everyday life in Europe. As he notes in the preface of his book, he is critical of mainstream history in the historical profession in Korea which is concerned mostly with structural and institutional history and pays insufficient attention to the role of human agency in history. By turning to such topics, such as living and dying, funeral ceremonies, sickness, and shamanism, which until now have been generally ignored in studies on Korean history, his book represents a great contribution to the development of the historical studies in Korea. This new perspective on daily life notwithstanding, his work yet fails to demonstrate the importance of an anthropologically and culturally informed approach to history. In his book, daily life has become merely a new object of research. He is not necessarily explicit about the theoretical underpinning of his work, leaving the reader with questions such as: What does a variety of aspects of daily life as a whole amount to? What exactly does the concept of ‘daily life’ in Korean history mean? Does the focus on daily life mean leaving politics out or neglecting the political dimension of history?

초등 역사교육에서 생활사 내용구성

方智嫄(Bang,Jl-Won) 歷史敎育硏究會 2011 역사교육 Vol.119 No.-

This study is concerned with potential value of ‘history of everyday life’ in elementary history education and history organized with themes about ‘lives of people’ in the history curriculum. Since 3th national curriculum, history organized around ‘lives of people’ and ‘history of everyday Life’ has been a symbol of elementary history education. But until 7th national curriculum, it’s not historical but folkloristic. In this study, I seek to reconceptualize organizing history curriculum and textbooks through the ‘history of everyday life’. To achieve this, I try to prove the educational value of ‘history of everyday life’ in elementary history education. In my opinion, the ‘history of everyday life’ is interested in the daily lives of ordinary people, so it has the potential to make significant contributions to democratic education and citizenship training. And it will give primary school students a fascinating insight and pleasure jaunt to how men of old times live by the sweat of the brow, and will be of particular interest to those at the first learning the school history. This survey finds that the 2007national curriculum for elementary history education was true to the name ‘history of everyday life’. Clearly, in order to improve the quality of elementary history education, studies about ‘history of everyday life’ based curriculum and textbook need to be continued.

국어생활사 교육내용 분석 연구

김수정 ( Su Jeong Kim ) 한국문법교육학회 2015 문법 교육 Vol.25 No.-

This research aims to analyze educational contents of the history of Korean language life based on previous research of education of history of Korean language and Korean language life. Prior to analysis of educational contents of the history of Korean language life, the research examined the role and necessity of education of history of Korean language through grammar education and also the reasons why education of history of Korean language is being neglected in the classroom. This research found in many advanced research that education of history of Korean language is being neglected because the curriculum hasn’t been considering interests and levels of the learners. Education of history of Korean language life can be a solution to such problems in the education of history of Korean language as well as encourages desirable attitudes toward the Korean language, contributing to the development of the Korean language culture. This research examined the concept and necessity of education of history of Korean language life and future directions for education of history of Korean language life through advanced research. Based on this, it also reviewed how history of Korean language life is reflected in the education curriculums and textbooks of Korean language for middle and high schools as educational contents of textbooks are important for the accumulated research of education of history of Korean language life to play its role in the classrooms. I expect that education of history of Korean language life can supplement the education of history of Korean language in intellectual terms and encourage interests and desirable attitudes of the learners, contributing to the development of Korean Language culture.