역사교육의 내용을 둘러싼 역사교육 담론의 검토 = Reflection upon the Discourse of History Teaching on the Contents in History Teaching

다국어 초록 (Multilingual Abstract)

All of discussions on history teaching result in a dispute over the contents of history teaching. The contents of history teaching has a specific nature different from the contents of other subject-matters. For the nature, the discussion on the history teaching needs the process to contemplate the particularity history has.
Basic problem of history subject-matter within Social Studies is originated from the fact that it is impossible to reflect the particularity the contents of history teaching have. History consist of the past facts or events. But history is not made of those only. The drawback to history subject-matter within Social Studies is to look upon the very past facts or events as history and to regard the concepts or generalizations in the social science as the important contents of history teaching. But history teaching is to tell stories about the past facts or events to pupils. Concepts and generalization are no more than means to understand history correctly.
Teachers put faith easily in the fact that pupils accept immediately and constantly the contents that teachers instruct in the history classroom. But that is from overlooking the particularity of the contents of history subject matters. In history teaching, historical discourse that contains the contents, that is “Lee Sung-gye is a person honorable and admirable!“, is not ableto regard as objective mention and to have confidence that pupils accept the meaning of that mention immediately and constantly as teachers instruct.
The knowledge managed in history teaching is not things to be settled. That is result of recognition. So that is different from the case of teaching the law of supply and demand. And it needs a intervention of epistemology and historical thinking like insight or adductive thinking or abductive inference and so on.
The question of ideology in history teaching is to cover the spectrum of ideology. The age that teachers instruct only one and good ideology is ended. It is not able to emphasize only a historical discourse of anyone any more. Today is the age of the information-oriented society. The change of environment the information can be communicated massively makes teachers alter the idea about principles of history teaching.
The contents of history teaching are historical discourses. Historical discourses are made up coherent and plausible narratives or verisimilitudes. So history teaching is consequently to be historical discourses teaching. Each historical discourses has some narrative. It can be said that teaching historical discourses is a unique characteristic of history teaching.
For this nature, history teaching is not able to be a subject-matters within Social Studies. And discipline of history teaching is not to be a lower category of educationalogy. It means that more research for the nature of the contents in history teaching is required.

국문 초록 (Abstract)

역사교육에 대한 논의에서 가장 중요한 것은 역사교육의 내용에 관한 문제이다. 역사교육의 내용은 다른 과목과 달리 특수한 성격을 갖는다. 그런 점에서 사회과 역사에서의 역사교육 논의는 개별성과 특수성을 가진 역사교육 내용의 특성을 반영하기 어렵다는 점에서 한계가 있다.
역사교육의 내용에는 다양한 형태의 내러티브 즉 역사담론을 담고 있어야 하고 또 포함되어 있다. 따라서 역사교육의 논의에서 중요한 점은 역사교육 내용의 특성에 대해 얼마나 고려하고 있는가 하는 것이다. 이런 점에서 통칭 교과교육학 담론 역시 역사교육 내용의 특성을 반영하지 못한다는 점에서 문제가 있다. 이는 결국 가르치는 방법에만 관심을 갖는다든가, 심리학적 사고로서의 역사적 사고에만 관심을 갖는 것으로 귀결된다.
역사교육은 특정한 역사 담론이나 이념을 주입하는 것에서 그치는 것이 아니다. 역사교육은 역사담론의 내용과 다양한 이념의 스펙트럼을 포괄해야 하며, 이를 메타적으로 분석할 수 있도록 해야 한다. 역사교육은 이런 내용의 특성을 반영하는 것이 필요하다. 기왕의 역사교육 담론은 역사교육이 궁극적으로 가르치려 하는 내용의 문제에 대한 논의가 부족했다고 할 수 있다. 앞으로 역사교육을 논의하는 가운데 내용의 중요성을 인식하고, 이런 특성을 가진 내용의 수업 방법에 대한 성찰이 필요하다. 그리고 이에 대한 연구가 진전되면 될수록 역사교육학의 체계는 더 확고해질 수 있을 것이다.