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This article intends to find out how the historical studies and its education should meet each other, how the academical achievements of the last century could be evaluated, and what kind of path that the history education from now on should take.
For most of all, there should be some mutual understanding and cooperation between the traditional view toward historical education, and the view which concentrates heavily on standard curriculum. Study itself and education should go on with equal priority, and every historical researchers should assume the role of an educator as well, and not to mention vice versa.
During the last century, Korean national history research and its education managed to share their bits of success, both in terms of structuralization and developing its own identity. It also encountered the historical issue of the time in full spectrum, namely the sociological transfer to a modern state of a society from a medieval situation, and the resistance to several invasions of the worldwide imperialistic forces, and fought her way out(with not so little scars I might say).
Today’s education of history is suffering from limping curricular process plans, the merge of sociology-related curricula, unbalance between national history education and world history education, problems popping up from the edition structure of the textbooks, the needs for class management enhancement and development of new material required for that task, and the lack of supply of more history teachers, etc. And to make matters worse, the resolution for this predicaments is by no means nearly at hand.
Korean history research and education is also in front of the worldwide changes including the development of new media. So education itself should modulate it’s direction and contents beyond the boundary of traditional areas like data-accumulation, data-searching, data-conveyance and expansion in quantity, toward the state of skillfully evaluating the quality and meaning of the contents themselves.
But it doesn't seem like the so-called 'Crisis upon humanity studies' would be resolved by these efforts alone either. The reformation going on in the media area should be considered as well. And research and education alike, should handle the administrative intervention coming from the government and the national ruling body itself.
And as we can see, Korean history research and its education should also bear some degree of consideration over the political aspects of history itself, because every bit of historical studies cannot proceed without it, and they have to develop and shape down their own identities within those considerations. The contents of history and its studies are naturally destined to carry those matters within them.
For most of all, there should be some mutual understanding and cooperation between the traditional view toward historical education, and the view which concentrates heavily on standard curriculum. Study itself and education should go on with equal priority, and every historical researchers should assume the role of an educator as well, and not to mention vice versa.
During the last century, Korean national history research and its education managed to share their bits of success, both in terms of structuralization and developing its own identity. It also encountered the historical issue of the time in full spectrum, namely the sociological transfer to a modern state of a society from a medieval situation, and the resistance to several invasions of the worldwide imperialistic forces, and fought her way out(with not so little scars I might say).
Today’s education of history is suffering from limping curricular process plans, the merge of sociology-related curricula, unbalance between national history education and world history education, problems popping up from the edition structure of the textbooks, the needs for class management enhancement and development of new material required for that task, and the lack of supply of more history teachers, etc. And to make matters worse, the resolution for this predicaments is by no means nearly at hand.
Korean history research and education is also in front of the worldwide changes including the development of new media. So education itself should modulate it’s direction and contents beyond the boundary of traditional areas like data-accumulation, data-searching, data-conveyance and expansion in quantity, toward the state of skillfully evaluating the quality and meaning of the contents themselves.
But it doesn't seem like the so-called 'Crisis upon humanity studies' would be resolved by these efforts alone either. The reformation going on in the media area should be considered as well. And research and education alike, should handle the administrative intervention coming from the government and the national ruling body itself.
And as we can see, Korean history research and its education should also bear some degree of consideration over the political aspects of history itself, because every bit of historical studies cannot proceed without it, and they have to develop and shape down their own identities within those considerations. The contents of history and its studies are naturally destined to carry those matters within them.
목차
1. 서언
2. 歷史硏究와 歷史敎育의 接點
3. 韓國史의 연구성과
4. 國史敎育의 방향
5. 결어
Abstract
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