독일 연방공화국 중등학교 역사교육에서의 전후 현대사 = 역사교과서에서의 동ㆍ서독 서술을 중심으로

다국어 초록 (Multilingual Abstract)

After the World War Ⅱ the society, educational authority and specialists of West Germany faced many kinds of difficulties in dealing with their immediate past, Nazi past in history teaching. Moreover the enforced division of the country and establishment of two rival regime in Germany brought up another serious problem.
The two German regimes were tempted to present other side as an inferior social and political system for their own legitimacy in history teach-ing and textbooks. Especially the East German regime was more active in searching for this objectives.
The history teaching and texbooks of West Germany were also not so free from the demand of this raison d'etat and inclined to transmit the negative image of East Germany, especially at the early phase of Cold War. Up to the end of 1960s the West German educational authority tended to present the image of East Germany analogous to the Nazi regime, so called a totalitarian regime of 20th century. It can be also interpreted as an awkward position of West German society toward the Nazi past at that time. However the description of contemporary German history after WWⅡ, especially that of East Germany in schoolbooks was not so strongly biased and unbalanced. At least the West German school-books from the beginning of Federal Republic perceived East German state as a political entity and designated it accurately German Democratic Republic (DDR). And the conflicts of political parties about the German policy at the early phase of Federal Republic of Germany were treated also outspokenly and with reasonable balance.
In 1970s the history teaching in West Germany arrived at the more advanced stage. The political and social atmosphere became favourable for the open mind and discussion for the understanding immediate past. The relaxation of cold war system helped understand the East German state and society more objectively. The depiction of East German history in schoolbooks improved extraordinarily in point of quantity and qualtiy. At the same time schoolbooks dealt with the accomplishment of West German state and society with more balanced critique.

목차 (Table of Contents)

• Ⅰ. 서언
• Ⅱ. 전후 역사교육의 제도적 윤곽과 구상
• Ⅲ. 연방공화국 초기의 독일 현대사 교육
• Ⅳ. 냉전 이완기의 독일 현대사 교육
• Ⅴ. 결어
• [참고문헌]
• [Abstract]

참고문헌 (Reference)

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