배우는 역사에서 본 "歷史知識論"

康宇哲 梨花女子大學校 史學硏究所 1981 梨花史學硏究 Vol.11-12 No.-

역사학습 지도방법의 모색

강우철 한국사회과교육연구학회 1975 사회과교육 Vol.- No.8

敎育課程 構成을 위한 基礎硏究(II) : 社會와 父母의 要求 分析

康宇哲,金在恩,李圭煥 이화여자대학교 한국문화연구원 1969 韓國文化硏究院 論叢 Vol.14 No.-

The research findings lead us to the conclusion that the respondents' opinions and their evaluation toward the school curriculum were strongly based on the traditional view of values. They appeared to be conservative in that they greatly worried about the over-influence of western culture and civilization and in that they were very cautious in their attitudes as to the matter of creating a new pattern of culture. The socio-economic and cultural structures of Korean society have been integrated along the vertical line, the horizontal integration having been ignored. This fact means that such social institutions as school, church, industrial firms, administrative office have not had any organic relation with one another and that there has been no exchange of opinion or views between these institutions. Therefore, people have not tended to care for solving common tasks and problems of communities. It can be said that the Korean society has been kept moving by the vertical order. Historically speaking, the middle class in Korea was so small in number and so powerless that most Koreans have had a predisposition either to govern or to be governed, intellectuals having often mental conflict between these two groups. It is quite natural that the ruling class has developed this authoritarian attitudes and way of thinking in this situation. The situation, peculiar to the Korean society, was also of great influence in molding the personality of the people, and in developing authoritarian attitudes and ways of thinking. It goes without saying that Korean education has not been free from being authoritarian because its system was created and has been executed by authoritarian people. Therefore, it is imperative that authoritarianism in Korean education should be gotten rid of and that Korean education should be based on democratic ideals, which could be put into reality through the horizontal social order. The first thing to be done in organizing school curriculum in order to get rid of authoritarian elements in Korean education is to determine educational goals on the basis of democratic ideals.

敎科課程과 敎科書 : 中學校 國史敎科書에의 提言

康宇哲 역사교육연구회 1956 역사교육 Vol.1 No.-

歷史意識과 歷史的思考

康宇哲 한국사회과교육연구회 1978 사회과교육 Vol.- No.11

대학의 자율-그 개방과 다원화

강우철,Gang, U-Cheol 한국대학교육협의회 1983 大學敎育 Vol.3 No.-

世界各國 中學校 國史敎科書 內容의 比較硏究

康宇哲 이화여자대학교 한국문화연구원 1966 韓國文化硏究院 論叢 Vol.7 No.-

One of the reasons why our secondary school textbooks of Korean History have been always written in the traditional way is that the textbook writers in Korea have been ignorant of the current ways and tendencies in the textbook-writing being practiced in foreign countries. This study is one of the attempts to bring a light to this matter. In 1963, the Ministry of Education set up new course of study for the secondary school, and new textbooks were written according to it. However, the result was only the unification of World History and Korean History without any improvements to the textual defects. The main reason for this result, I think, is that though we were given the new course of study we did not have any new sound guideline or example to follow in revising textbooks. In this study, I have compared the structure and the paragraphing of the foreign textbooks with those of ours. I have compared textbooks being used for junior high level in the countries, which are the U.S., England, France, West Germany for European countries, India, the Philippines, Malaysia for South-east Asian countries, and China, Japan, Korea for Far-Eastern countries. First, I have observed how the writers of each country have organized the content of their own country's history for the secondary school textbooks. Next, I have compared the ways how they did the selection of the contents or the topics for their textbooks and how they arranged them for each period of the history of their country. From these comparisons, I have drawn the following suggestive conclusions for our revision of the textbooks of Korean History. 1. We should set up the definite goals of Korean History in the secondary school curriculum: For what goals do we teach Korean History? 2. Most textbook writers in Korea need to study on textbook writing. They can begin with studying foreign textbooks. 3. Our textbooks of Korean History heavily depended on our political history. Our textbook writers should collect enough data to write an objective, general textbook of Korean History independent from the coloring of the political history. 4. The Ministry of Education should set up a liberal textbook inspection policy and sanction various types of textbooks such as the one written in the biographical approach or the one written in the topical organization. This will be one of the ways the textbook writing will improve and make progress. On the other hand, we cannot think of a textbook written with all the merits found in foreign textbooks. The textbook writers should keep their own ideas and belief on the teaching of the subject (Korean History) and realize their educational ideals in writing the textbooks. The secondary school textbook should not be an abridged edition of a college introductory course text. And there should e no repetition of such error as unifying World History and Korean History into one.

韓國 社會科 敎育의 30年

康宇哲 한국사회과교육연구회 1977 사회과교육 Vol.- No.10

1970年代 社會科敎育硏究會

康宇哲 한국사회과교육연구회 1992 사회과교육 Vol.- No.25

敎育課程 構成을 爲한 基礎硏究 (III) : 校訓, 敎育目標, 敎育方針의 分析

康宇哲,金在恩 이화여자대학교 한국문화연구원 1970 韓國文化硏究院 論叢 Vol.16 No.-

1. This study is the third part of serial studies for curriculum development by the same writers. First part was about "The analysis of needs of students and teachers", the second part, "Analysis of needs of society and parents". Those above studies were already reported in J. of KCRI, vol. 13, vol. 14 respectively. 2. In this study, mottoes, objectives, and policies of each school were surveyed and analyzed according to schemes proposed by some authentic scholars and institutes. From preceding analysis, we have found many significant implications about what our schools are aiming at on formal and informal levels as well, how our schools are mobilizing various means of attaining such goals, and how we can utilize such outcomes in developing curriculum for our schools. Then ultimately we are aiming at proposing orientation for setting goals of each subject matters and curriculum planning of each subject matter in coping with new trends of curriculum development. 3. The outcomes of this study are as follows: 1) In general, school mottoes are reflection personal ideals of school founder, managerial staffs, or administrators, then we call mottoes as a private goals of education. Contrary, formal and informal levels as well, how our schools are mobilizing various means of attaining such goals of each subject matters and curriculum planning of each subject matter in coping with new trends of curriculum development. 2) We found out that educational objectives of each school were reflecting primarily supervisory policies of ministry of education, secondarily that of each provincial board of education, thirdly that of each county and lastly each school's ideas of education. Therefore, we have no wide variety and characteristics of educational goals of education because of such bureaucratic system of administration. 3) School administrates and teachers of each school use the term educational objectives, educational goals and educational policies interchangeably, so there is considerable confusion of usage of terms. Then we need to clarify the meaning of the terms used in this aspects.