최완기 저, 『역사교육과 학습내용의 선정』, 느티나무, 314면, 2003

宋相憲(Sohng Sang-Heon) (서평자) 역사교육연구회 2003 歷史敎育 Vol.86 No.-

역사교육과 역사학의 거리

宋相憲(Sohng, Sang-Heon) 역사교육연구회 2016 역사교육 Vol.138 No.-

History teaching is done on the basis of historical study. Discipline of history communicates with the world in the history textbooks. Discipline of history and history teaching communicate through history textbooks. We teach historical narrative and historical discourse in history teaching. Historical narrative is realized in a synthesis of fruits of historian’s study. Historical discourse is made up by abstract historical narratives. There is a distance between historians and history teachers, and a gap between history teaching and discipline of history. There is a difference in the aims of writing history textbooks and historical texts. Historians make efforts to find historical truth, but teachers invent historical narrative. The synthesis of these historical narratives is a meta-narrative of history. Ultimate aim of historical study that historians do is to make a communication with the world. The way of communication is a meta-narrative. To teach completed meta-narrative sophisticated in his life is to carry out hitorian’s task. History teaching is developed in help of the sophisticated meta-narrative. Discipline of history and history teaching are put on the win-win situation in a pursuit of meta-narrative of history.

역사교육에서 역사 인식 과정이 구현된 역사 텍스트 구성 문제

宋相憲(Sohng Sang-Heon) 歷史敎育硏究會 2007 역사교육 Vol.103 No.-

The purpose of this paper is to make clear the configuration of historical account in historical text showing epistemic process. For this purpose, I propose to adopt both the concepts of J. Passmore's 'Courses of Events' in realism of history and H. White's 'Emplotment' in anti-realism. Passmore argues that the meaning and significance of an individual event emerge just in the whole course of related events. On the other hand, White argues that a history writer should provide plots to historical facts. These concepts are very instructive for constituting historical accounts showing the epistemic process. This kind of historical texts is to systematize consistently all the events according to the historical meaning or significance in the courses that authors track within the time frame that they discuss. I conclude that a historical text should have accounts showing epistemic process for holistic meaning. A student can learn the more things, I think, through this kind of historical text ; message about history the author argues, and author's historical thinking, especially the way of thinking(epistemic process) in the process of comprehension.

역사 인식에서 미래 전망의 역사교육적 의미

宋相憲(Sohng Sang-Heon) 歷史敎育硏究會 2010 역사교육 Vol.115 No.-

The purpose of this paper is to suggest an implication of the perspective about the future in history teaching. Historical epistemology deals with the hindsight to the past and the prospection to the future. Major process in historical epistemology is a retrospection(hindsight). The hindsight is a regressive examination over the historical sources, happenings, events, persons, etc in the past. We recognize the history through the interaction between the hindsight and the prospection. Temporality is a continuum formed by the past, the present and the future. The future on temporality has an effect on history recognition. Thus we need the means that enable us to recognize the future. That means are from the hindsight. That is the prospective-retrospective principle or retrospective foreseeing. That is backward reference from pretended future. Consequently it is the future reference. The future reference is the perspective about the future in history teaching. This perspective is to be a future ends of history or a picture of the future historical times. That is the backward or hindsight starting point. The students anticipate that future and lay out the whole actions a unified sequence of steps and stages as required by the envisaged end, that future. That is to lead the students to a sequential and systematical history understanding. History teaching through the perspective about the future means that history teaching is the course to teach about the future as well as the past.

역사교육에서 역사분쟁의 처리 문제

宋相憲(Sohng Sang-heon) 호서사학회 2007 역사와 담론 Vol.0 No.48

역사교육의 원리 논고

송상헌 ( Sang Heon Sohng ) 역사교육학회 2013 역사교육논집 Vol.50 No.-

There are historical inight and historical discourse in the important content of history teaching. What to teach in history teaching is a mode of recognition like insight. Historical discourse is a narrative in the content of history teaching and a efficient material for learners to study historical epistemology The principle of history teaching is to set conditions so that learners can assimilate historian`s thinking mode and know how to make historical discourse. Because insight and intuition are not an ability teachable directly. So learners recognize historian`s insight and intuition through vicarious learning. After that they can learn a message of historical discourse and accomodate a thinking mode like insight. Teacher has to present the process of historical epistemology to the learners so that learners themselves are able to gain an insight to the history. Final purpose of teaching historical epistemology and teaching historical discourse is to have the learners be able to cultivate themselves own power of insight. History teaching is a subject for humanities. A criterion of objectivity for historical discourse is not a logical necessity but a plausibility. Therefore it needs a special teaching strategy to teaching history. The theory of cognitive apprenticeships inspires teaching historical discourse and insight.

世界史 敎科書 敍述에서 東아시아史 談論의 問題 : 中國 世界史 敎科書의 境遇

宋相憲(Sohng Sang-Hon) 역사교육연구회 2002 歷史敎育 Vol.84 No.-

World History Textbook of a nation contains histories of the near nations related intimately. History of East-Asia is included history of Korea, China and Japan. The discourse of East-Asian History discussing in World History Textbooks in China represent the Chinese historical consciousness and historical image of the future they have in this region. Therefore, it can be the way of judgement on the Chinese historical consciousness to analyse the discourse of East-Asian History written in World History Textbooks. World History as a subject matter is characterized by emphasis on the object of mutual understanding among nations. This character correlates with and originated from the fact that nature of history is constructive and product of historian insights. For reason of this, World History can be regulated and negotiated. And the future historical image can be contained in textbook because it is to be the dialectical process of past and future to understand a history. After all, World History as a subject matter is characterized in the fact that it is the products of being constructed by discourses on the past and the standard of judgement of truth is a degree of plausibility the discourses have. The problems founded in World History Textbooks of China are the absence of the plausible discourses on the East-Asian history and the fact that the principle of construction of statements is Chinese-centered cosmology. As a result, through the selection and neglect, the statements in textbook are centered in history of Japan and regard Korea as adjunct to China or Japan. Explanation about the modernization of this region based on science and technology is not sufficient either. For constructing historical image of East-Asia, it needs considerations of particularity of this region. The particularity of this has a continuity different from any other region. Korea and Japan have lived in comparative linear development without great change and China has maintained as a great power in this region. This region shares the international legal system under the Chinese-centered cosmology and the many experiences of modern plans as regarding as ground for experiment of modern plans. And this region shares the tragic memory of modern and contemporary history. The discourse of history of East Asia have to be contained these aspects of this region. For constructing the discourses of East-Asian history, we need the contemplation about the situation of three nations. Korea among them is the most miserable sufferer and wishes best remodelling the perspective for East-Asian history. It can be the best way of regulation for historical perspective to negotiate through history textbook contained master narrative and public discourse. That is the productive plan for conference.

역사교육에서 역사교과서의 성격 규정 문제

송상헌(Sohng Sang Heon) 한국사회과교육연구학회 2012 사회과교육 Vol.51 No.2

지금까지 역사교과서 논의에서 학생의 역사 인식을 도울 수 있는 방안에 대한 논의가 미흡했는데 그 배경에는 역사교과서의 성격에 대한 오해가 있었다. 대표적인 것이 역사교과서는 역사담론을 담아야 한다는 것이다. 그러나 역사교과서는 역사담론을 담기에는 적절하지 않은 텍스트이다. 역사담론은 역사교과서를 통해 사실들을 엮어 추론한 결과로 구성되는 것이다. 여기서 역사담론 구성 과정이 역사 인식의 과정이고 따라서 역사교육은 역사담론 교육이라고 할 수 있다. 역사교과서는 담론 구성을 위한 자료집의 성격을 갖는다. 따라서 역사교과서 서술 방향은 특정한 역사담론을 담으려 하지 말아야 하고, 흠결없는 완벽한 교과서를 만들어야 한다는 유혹에 현혹되지 않는 자세를 지켜나가야 하고, 역사학과 달리 도덕 기준을 적용해야 한다는 것이다. 자료집으로서의 역사교과서 활용 방안으로는 패스모어의‘사건의 경로’개념, 화이트의‘플롯’부여 개념, 월시의‘총괄’개념을 적용하는 것이다. 그리고 역사교과서에 대한 외부의 간섭에 대응하기 위해 역사화의 방법을 활용할 수 있다. It is somewhat insufficient to be satisfied to find a way to assist students to understand history in the argument on school history texts so far. There has been wrong idea on the nature of history texts in the arguments of history teaching. It is a typical wrong idea that texts have to account historical discourses. But texts are not appropriate for accounting historical discourses. Those are something to be constructed with products gained by making an inference from texts. The processes that construct historical discourses are just the course of understanding history. So we are able to count history teaching just as teaching of historical discourse. Historical texts have the nature as material books for discourses. Principles of accounting historical texts are not to have historical discourses and to intend to account perfect historical texts without a flaw to readers. It needs moral standards in school history. The ways of reading history texts in history teaching are to adopt the concepts of ‘Courses of Events,’ of J. Passmore, ‘Emplotment’ of H. White, ‘Colligation’ of W. H. Walsh. And teachers are able to adopt ‘Historicization’ for make a protest with agents against meddling school history for political interests.

初等學校 歷史敎育 編制와 內容의 系列化 問題

宋相憲(Sohng Sang-Hon) 역사교육연구회 2003 역사교육 Vol.87 No.-

The purpose of this article is to analyze problems of formation and sequencing in history teaching for elementary school. History teaching in elementary school is intergrated in social studies and read only about national history. The formation of history teaching in elementary school is put in "the system of History in Social Studies". Teachers and scholars are used to regard the very past facts or events as a real history and contents of history as resources for understanding strands or concepts of social sciences in this system. That is the critical problem of this system or formation. For the real history teaching, teachers and scholars have to grope for the way of teaching real history itself beyond "the system of History in Social Studies". For the accomplishment of this aim, they have to get out of an attitude regarding contents in history teaching as "confirmed truth". The content of history in history teaching has to be counted not as objective truth consisted in the contents of social studies but as discourse or facts constructed and manipulated by historian or contemporary into diverse features. If not, they manage to arrange life history, human history, political history, socio-economic history, cultural history etc., for the sequencing contents of history teaching. But that is not a way of solving the problems of sequencing. Because diverse histories are not criteria of sequencing in history teaching. Teachers must recognize the fact that the objects taught in history teaching are not to be histories classified or diverse histories but to be discourses made by historian or contemporary. If not approve this aspect, they can"t get out of "the system of History in Social Studies". For sequencing for history teaching, it needs for teachers and scholars to take into consideration that not objects as "confirmed truth" but levels of discourses or qualitative differences of discourses in history are to be criteria of sequencing. Because the nature of history teaching is to teach the process and the result of discourse construction for giving a meaning to past and the way of students" discourse construction themselves. Through this process, students are able to appreciate history like poem and describe history like poeticizing. And then it can be said that their life will be fertilized more.

중ㆍ고등학교 국사교육목표의 설정 방안

金漢宗(Kim Han-Jong),宋相憲(Sohng Sang-Heon) 역사교육연구회 1997 역사교육 Vol.63 No.-