미국 교육사 연구의 역사에 대한 비판적 고찰: 교육사 연구를 위한 새로운 접근의 가능성 = A Critical Review of History of the History of Education in the United States: A Possibility for a New History of Education

국문 초록 (Abstract)

이 논문의 목적은 미국의 교육사 연구의 역사를 통하여 교육사 연구자들이 교육에 대하여 어떤 관점을 가지고 연구해 왔는지 비판적으로 고찰하고, 새로운 교육사 연구의 가능성을 탐색하는 데 있다. 미국 교육사 연구의 역사를 전통적 접근, 문화적 수정주의, 급진적 수정주의, 수정주의 이후 등 네 단계로 구분하여 각 시기마다 교육에 대한 지배적인 관점이 어떠했는지, 또 왜 그러한 관점이 등장하게 되었는지 분석하였다. 지금까지의 미국 교육사 연구는, 문화적 수정주의에서 다소 가능성을 보여주기는 하였으나, 학교사 중심 교육사로서 인간 고유의 삶의 양상 가운데 하나인 교육의 흔적을 충분히 드러내지 못하였다. 아마도 이것은 교육사학이 교사양성과정과 함께 시작되었기 때문에 교육사가 그 “기능”으로부터 자유롭지 못했기 때문일 것이다. 따라서 교육사 연구는 새롭게 접근될 필요가 있으며, 장상호의 교육본위론은 하나의 대안이 될 수 있을 것이다. 이 논문의 연구결과는 미국의 교육학과 교육사 연구의 영향을 크게 받아온 우리나라의 교육사 연구의 역사를 비판적으로 이해하는 데에 도움을 줄 수 있을 것으로 생각된다.

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