생활세계론에 기반한 초등 역사교육의 이론과 실제 = (A) study on the theory and practice of elementary history education based on the theory of life world

다국어 초록 (Multilingual Abstract)

A Study on the Theory and Practice of Elementary History Education Based on the Theory of Life World


Bong-Seok, Kim


Department of History Education
Graduate School of Kong Ju National University
Kong Ju, Korea


(Supervised by Professor Myeong-Hee Lee)




Husserl’s life world has affected today’s fields of studies significantly. Husserl’s life world provides implications to pedagogy and has influenced it greatly suggesting respect for learners and education based on life-world experience.
However, there has been no study which introduces life world to history education yet. Thereupon, this paper pays attention to Husserl’s theory of life world in order to improve the reality of our elementary history education which cannot raise autonomous learners.
The purpose of this paper is to draw the direction of elementary history education based on the theory of life world and apply it to the actual elementary history education based on that. The results of this study can be summed up as below.
First of all, in order to grope for the direction of Husserl’s Life World and history education, this study considers the theory of life world from both epistemological and ontological aspects.
ⅰ) Based on the result of groping for the connection between life world and history education focusing on its epistemological aspects, this study suggests history learning with learners’ semantic construction. This article considers semantic construction by the intentionality of phenomenology and also the directivity of history learning by connecting it with the constructive characteristics of history education. In conclusion, this paper considers the position of students as a semantic constructor and suggests first-person history learning through relating self with history.
ⅱ) And this study groups for the directivity of history learning starting from the present noticing the ontological aspects of life world. It explores Husserl’s theory especially focusing on intentionality, horizon, concept of historicity, and relation with elementary history education. According to the result of this study, consciousness is associated mainly with learners through intentionality on the horizon of the past-present-future, so it lets us know the importance of ‘present’ in history education. Hence, this paper proposes history learning starting from the present where life world works as context.
First of all, this study examines the characteristics of content structure in elementary history education. And it has found that elementary history education is characterized by integration with social studies, expanding environment, and organization centering around life history and history of figures. This study expresses and considers the matter of alienation of learners as metaphor of ‘history right there’ or ‘alienation of individuals’. Also, it analyzes the elementary history curriculum from the perspective of life world theory. According to the result of the analysis, elementary history textbooks for third to fifth graders were appropriate in that they choose life-world experience as their contents and topics. However, they disregard learners’ formation of semantic structure so fail to include learners’ individual experience. Thus, it is necessary to improve the curriculum so that students can form their subjective semantic structure with intentionality to the learning contents.
Meanwhile, in order to figure out positively the correlation between history learning in the beginning stage and students’ life-world experience, this study conducted an in-depth interview to 40 second to sixth graders attending two elementary schools located in Seoul.
According to the result of the interview, the characteristics of the students’ recognition on life tools in the past are as shown below. First, they tend to relate life tools in the past with their life-world experience. Second, they tend to relate life tools in the past with the present. Third, their curiosity over the unknown of the past life tools is the source of their interest. Fourth, they tend to relate past life tools with their own experience.
Based on that, this paper concludes that teaching-learning should be conducted as written below by relating life world with historic experience.
First, it is needed to relate it with students’ life-world experience and take what is familiar to them as contents and topics. Second, the learning should be conducted by starting from the present life world and integrating with the past. Third, the learning methods should include students’ direct experience like reproducing activity or making activity. Fourth, it is necessary to induce life-world experience formed by images like movies or multimedia.
This study is significant in that it attempted an interdisciplinary approach between two studies, philosophy and history education, for the first time. It is an exploratory study trying to solve the problems of elementary history education by setting phenomenology and life world theory as the areas of tools and history education as the area of exploration.
However, it exhibits a limitation that it still remains in exploratory characteristics, so it is expected that more concrete and profound follow-up research will be performed afterwards.








Keywords: Husserl, phenomenology, life world, history education, elementary history education

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 문제 제기 및 연구의 목적 1
• 2. 선행 연구 검토 6
• 3. 연구내용 및 방법 14
• 4. 연구의 한계 및 용어 정의 18
• 1) 연구의 한계 18
• 2) 용어 정의 19
• Ⅱ. 생활세계론의 이해 21
• 1. 생활세계의 배경 21
• 2. 현상학과 생활세계의 이해 29
• 1) 현상학의 전개와 발전 29
• 2) 생활세계의 개념과 특징 33
• Ⅲ. 생활세계론의 인식론에 기반한 역사학습 39
• 1. 생활세계론의 인식론적 구도 40
• 1) 지향성의 개념과 구조 40
• 2) 지향성에 의한 의미 구성 47
• 2. 1인칭 역사학습의 모색 50
• 1) 지식에 관한 인식론적 논의 50
• 2) 역사인식의 구성적 성격 60
• 3) 의미 구성에 의한 1인칭 역사학습 70
• Ⅳ. 생활세계론의 존재론에 기반한 역사학습 82
• 1. 생활세계론의 존재론적 구도 83
• 1) 지평과 역사성 83
• 2) 살아있는 현재 92
• 2. 생활세계의 현재에서 출발하는 역사학습 102
• 1) 생활세계 현재의 맥락적 성격 102
• 2) 현재에서 출발하는 역사학습 105
• Ⅴ. 생활세계론에 기반한 초등 역사학습의 실제 109
• 1. 초등 역사교육 내용 구조의 특징과 문제점 109
• 1) 7차 교육과정의 초등 역사교육 내용 구조 109
• 2) 2007 개정 교육과정의 내용 구조 115
• 3) 초등 역사교육에 나타난 학습자의 소외 119
• 2. 생활세계론과 초등 역사교육과정 분석 125
• 1) 학습 내용 분석 결과 126
• 2) 생활세계론 관점에 의한 분석 결과 136
• 3. 생활세계 경험과 교수·학습의 실제 140
• 1) 역사 관련 생활세계 경험 140
• 2) 교수·학습의 방향성 모색 150
• Ⅵ.요약 및 결론 160
• 1. 요약 160
• 2. 결론 및 제언 163
• 참 고 문 헌 167
• Abstract 188