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As critical peace studies began at the end of 1960's and peace movement became active in the 1980's in Europe, the concern for peace education increased. Upon these impacts, the interests on peace were strengthened in historical research and history education.
The early historical peace education in the 1960's tried to teach peace under a moral-ethical perspective. It tried to teach peace heros instead of war heros, criticise the brutal anti-communism and accentuate the disarmament in history teaching. Also it insisted on overcoming nationalism and acquiring peace through international organizations such as UN. The second standpoint of historical peace education tried to mitigate the aggressiveness of human being with the help of social psychology, thus correcting the aggressive attitude and teaching the way of a rational conflict-resolution. It sought for more pragmatic methods through peace education in order to continue 'existing without war'.
The third standpoint is from the theorists of history education, who are persuaded by Johan Galtung's "positive peace" and whose prime spokesman is Anette Kuhn. Preferring the critical-communicative method, they insist that history education itself should art as a 'space of resistance' open to debate for students to discuss their own goals of history education. According to Kuhn's critical position, relief of structural violence should be primarily done, and for this she insists upon the importance of political-economical restructuring. In this context, the correction of the existing concept through historical peace education of peace and war is inevitable.
However, in these days, some critics argue that the third position of historical peace education is too idealistic and too broad. Also those who argue that we should accentuate more concrete and more narrowing goals in historical peace education are gaining more approvals. For example the theorists of history education developed teaching plans on issues such as; the miseries of war, causes of the First War, the problem of military service boycott, the poverty in the Third World, the history of peace movement etc. Nowadays the efforts to adapt peace education to history teaching is not so popular in Germany, but the significance of such efforts are more pressing in Korea today.
The early historical peace education in the 1960's tried to teach peace under a moral-ethical perspective. It tried to teach peace heros instead of war heros, criticise the brutal anti-communism and accentuate the disarmament in history teaching. Also it insisted on overcoming nationalism and acquiring peace through international organizations such as UN. The second standpoint of historical peace education tried to mitigate the aggressiveness of human being with the help of social psychology, thus correcting the aggressive attitude and teaching the way of a rational conflict-resolution. It sought for more pragmatic methods through peace education in order to continue 'existing without war'.
The third standpoint is from the theorists of history education, who are persuaded by Johan Galtung's "positive peace" and whose prime spokesman is Anette Kuhn. Preferring the critical-communicative method, they insist that history education itself should art as a 'space of resistance' open to debate for students to discuss their own goals of history education. According to Kuhn's critical position, relief of structural violence should be primarily done, and for this she insists upon the importance of political-economical restructuring. In this context, the correction of the existing concept through historical peace education of peace and war is inevitable.
However, in these days, some critics argue that the third position of historical peace education is too idealistic and too broad. Also those who argue that we should accentuate more concrete and more narrowing goals in historical peace education are gaining more approvals. For example the theorists of history education developed teaching plans on issues such as; the miseries of war, causes of the First War, the problem of military service boycott, the poverty in the Third World, the history of peace movement etc. Nowadays the efforts to adapt peace education to history teaching is not so popular in Germany, but the significance of such efforts are more pressing in Korea today.
목차
1. 문제제기
2. 평화연구, 평화교육 그리고 역사학
3. 역사적 평화교육(Historische Friedenserziehung)의 관점
4. 역사적 평화교육의 내용과 방법
5. 제언: 평화를 향한 감수성 회복을 위하여
Abstract
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