공감하고 실천하는 민주시민을 기르는 역사수업 - ‘정서적 감정이입(affective empathy)’을 적용한 수업 방안 모색 - = The History Classes to Grow a Democratic Citizen Who Empathizes and Practices. - the Teaching Method of Applying ‘Affective Historical Empathy’ -

다국어 초록 (Multilingual Abstract)

Recently, the newly perceived historical consciousness is related to the students' proper awareness of the historical facts of the past and their interest in the historical issues that have led to the present, and to foster the power to make the better future history on their own. Also, it is to have a citizen's consciousness to make a right decision on a given problem and to practice it at the same time, and to cultivate such a democratic citizen's historical consciousness may be a purpose of history education.
involves students' interest in the historical issues that have led to the present, while fully aware of the historical facts of the past, and furthermore, I will develop the power to make the better future history on their own.
Meanwhile, Barton and Levstik, who emphasized democratic citizenship education in that history education should contribute to promoting common good and participatory democracy, insisted that historical empathy is a useful principle of instruction for cultivating citizenship. In particular, criticizing the emphasis on only cognitive inquiry, they suggested that affective factors such as empathy and identification should be actively combined into historical empathy. Barton and Levstik's views have been developed by researchers at local and abroad into the discussion of the re-conceptualization to properly combine historical empathy with the cognitive inquiry processes and affective elements. It is clear that these discussions are possible logic when integrating concepts based on the studies of scholars and teaching strategies of teachers.
In addition to the discussion of re-conceptualization of historical empathy and analysis of class cases using sympathy and emotion, this study specifically designed a teaching plan based on the hypothesis that historical empathy applying affective dimension can greatly contribute to the growth of students as democratic citizens, and tried to find the possibility. At the same time, through the class, this study tried finding that Barton and Levstik's ‘affective empathy’ called ‘caring’ embodies the driving force that students lead the knowledge and consciousness of history learned in classes to the practice of action as the core of the civic competency.
In conclusion, historical empathy should be conceptualized as the principle of instruction that combines both tools of cognitive inquiry and affective elements. Especially, the application of ‘affective empathy’ called ‘caring’ is a factor that exerts more aggressive sympathy among students, and it could be used as a key teaching principle of democratic civic education in that it plays a role in promoting interest in the ‘common good’ such as human rights, peace, and coexistence.

참고문헌 (Reference)

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