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The folklife studies is different from folklore. This treatise analysis about scolastic Meaning of historical folklife & method of research. The folklife studies is mainly interest in a science of history,but in korea folklore is mainly interest in a literature. After 1945 year, historical folklife become extinct with a death of Son-Jin-Tae (孫晉泰). Son-Jin-Tae conduct an studies about history & folklife, but no one suceed to his scolastic tradition. The folklife studies set up a purpose critictical viewpoint of riddance in historic study. The theory of remain cultural viewpoint in folklife studies have many problems. The folklife studies emphasis on the history of the folklife, and long-term history & short-term history. The folklife studies conduct extention of historical-folklife text. The field-work research and ancient document research is main methods of historical-folklife studies. The folkhistory related with ancient document. In the studies of historical-folklife,the phases of the time is very important,and that is realize by reserching ancient document. And,This treatise analysis a little about “The Society for Korean Historical-folklife Studies”(韓國歷史民俗學會) & “The Journal of Historical-folklife” (歷史民俗學).
I, in this article, marking the year 1990 as a milestone, aimed to give an overview on the efforts by the Korean history community to “popularize” the outcome of their research. I also shed a light on the current situation of the “history consumption” by the public through mass media such as movies and TV dramas. As early as the 1980s, while striving to disengage itself from the historicism predominantly focused on politics and famed political figures, the Korean history community already began its research in an attempt to bring into the various foregrounds of history those common people like peasants and laborers as an underlying mainstream, and as the research found diversity in the economic, social and cultural aspects of history, the efforts were never discontinued to share the achievements with the public. However, in the “history consumption” process were found some problems, one of which was the confusion of fact and fiction, a phenomenon dubbed “faction” by a newly coined term. Moreover, due to the lack of substantial evidence and documents, there were even some cases in which it resulted in “fabrication” way beyond the boundaries of acceptable suppositions and conjectures and this was synonymous with the negation of the very identity of the historical studies as an empirical discipline. The line between history and morality was blurred too, which was followed by the evaluation method based on the good- versus- evil (I call it “Konggyi-Patgyi”, two characters in Korean folk tale) frequently degenerating the discipline of historical studies into a battlefield among warring camps. This was reflected in the attitudes of the government and the ruling party when they unsuccessfully tried to nationalize the Korean history textbook . The Korean history community can never be exempt from its share of responsibility and criticism for this distortion in the history consumption process. Unfortunately It still finds itself trapped in the curriculum organization disproportionately centered on the national history and ,nevertheless, remains encaged in the interpretational framework of the Western historicism that postulates the Western modernity as an ideal model for the historical developments. One of the common fallacies committed by many historians is that they view the discipline of historical studies as one of mere interpretation. The factional viewpoints that are currently pervasive and recurrently reproduced in the studies on the history of the Joseon dynasty are clear evidence that the Korean history community still lacks the logical approach required to distinguish between history and morality.
The purpose of this study is to develop strategies to connect Korean history education with world history education in the university. To accomplish this purpose, this study first research the current state of the interrelation between Korean history education and world history education in universities, and then discuss their connecting strategies. History education in the university have been divided into three domains, Korean history, Asian history and European/American history. There has rarely been the communication among these domains, but their connection is being extended bit by bit through the foreign relational history, the theme or topic-centered history, the history learning utilizing multiple sources and history teacher training program. This study examine methods connecting world history in Korean history education in two ways. One is to orient world history education as introductory course to Koran history education, the other is to develop the course integrating Korean history and world history. There was suggested AP world history course, a survey world history in Columbia university, and theme or topic-centered period method on chronological approach as examples of the former. Organizing contents by common historical experience or social/cultual elements, integrating history program by cross-regional interchange and interrelation, comparative history centered to specific topic were researched as strategies of the latter. This study mainly discuss the syllabus of these methods. Concrete details, administrating processes, lecture materials and teaching techniques are following tasks.