국외 역사교육의 ‘역사의식’ 연구동향과 그 시사점 = A Critical Review of Studies on Historical Consciousness in Other Countries

다국어 초록 (Multilingual Abstract)

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.

목차 (Table of Contents)

• 1. 머리말
• 2. 역사의식의 이론화
• 3. 역사의식 연구의 지평 확대
• 4. 맺음말
• 참고문헌

참고문헌 (Reference)

1 양호환, "한국 역사교육의 연구동향" 책과함께 2011

2 박주현, "학생들의 역사 개념에 대한 이해 양상과 역사의식" 역사교육연구회 (111) : 1-33, 2009

3 양호환, "집단기억, 역사의식, 역사교육" 역사교육연구회 (109) : 1-36, 2009

4 양호환, "역사학습의 인식론적 모색" 75 : 2000

5 김한종, "역사수업의 원리" 책과함께 2010

6 Bodo Von Borries, "Youth and History: A Comparative European Survey on Historical Consciounsess and Political Attitudes among Adolescents, Vol. 1∼2" Korber-Stiftung 1997

7 Jörn Rüsen, "What is Historical Consciounsess?—A Theoretical Approach to Empirical Evidence, In Canadian Historical Consciousness in an International Context: Theoretical Frameworks" University of British Columbia 2001

8 Peter Lee, "Walking Backwards into Tomorrow: Historical Consciousness and Understanding History" 4 : 2004

9 Peter Seixas, "Theorizing Historical Consciousness" University of Toronto Press 2004

10 Roy Rosenzweig, "The Presence of the Past: Popular Uses of History in American Life" Columbia University Press 1998

11 D. R. Olson, "The Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling" Blackwell 1996

12 Jörn Rüsen, "The Didactics of History in West Germany: Towards a New Self-Awareness of Historical Studies" 26 : 1987

13 Donald A. Yerxa, "Recent Themes in Historical Thinking: Historians in Conversation" University of South Carol 2008

14 Jürgen Straub, "Narration, Identity, and Historical Consciousness" Berghahn 2006

15 Brenda M. Trofanenko, "More Than a Single Best Narrative: Collective History and the Transformation of Historical Consciousness" 38 : 2008

16 Marcelo M. Suarez-Orozco, "Learning in the Global Era: International Perspective on Globalization and Education" University of California 2007

17 Paul Rabinow, "Interpretive Social Science: A Reader" University of California Press 1979

18 Nebojša Blanuša, "Historical Consciousness of Young People in Europe at the Turn of the Millenium" 42 : 2005

19 Carlos Kölbl, "Historical Consciousness in Youth: Theoretical and Exemplary Empirical Analyses" 2 : 2001

20 Daniel Friedrich, "Historical Consciousness as a Pedagogical Device in the Production of the Responsible Citizen" 31 : 2010

21 G. Schneider, "Historical Consciousness and Historico-Political Learning" Pfafenweiler 1998

22 K. Bergman, "Handbook on Didactics of History" Seelze-Velber 1992

23 Sam Wineburg, "Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness" 44 : 2007

24 Mario Carretero, "Cognitive and Instructional Processes in History and the Social Sciences" Hillsdale 1994