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자료유형
학술저널
저자정보
저널정보
역사교육연구회 역사교육 역사교육 제87집
발행연도
2003.9
수록면
187 - 213 (27page)

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Historical thinking has become one of the most important issues in research on history teaching and learning in Korea. This trend reflects the effort of referring proper value and meaning of history education to the nature and procedure of historical knowledge production. Recently, however, it is criticized that researches on historical thinking rather emphasize thinking skills instead of investigating the meaning of 'historical' in historical thinking, that historians, policy makers, educators interested in this topic tend to appropriate related discourses for their purpose in the process of knowledge/power production and distribution in the field of history education.
This paper develops this critique by problematizing the assumptions and premises about historical thinking. If someone insists that the nature and procedure of history as discipline and historians' specific way of knowing be the basis or model of historical thinking, what kind of disciplinary aspects and which historians is s/he talking about or referring to? Most researches do not question, in other word historicize, the disciplinary nature of history and historians' positions and interests in pursuing their research. History is a contested field Different views and voices are questioning the epistemomlogical foundations of conventional and disciplined history.
Not just simulating historians' way of knowing and doing research, but asking why we should do so must be a point to be considered in history teaching and learning. In this sense, historicization can be a meaningful mode of thought in history classroom. Historicization informs the historical and social contexts in which the knowledge and theories are produced and articulated. It also entails the criticism of the social and linguistic conventions by which the specific knowledge is defined. By historicizing, students can learn that things could have been different from what they are and think about how history, the result of past politics, will be constituted for the present.

목차

1. 문제의 제기
2. 역사적 사고 : 논의의 전제와 한계
3. 역사학습에서 역사화의 적절성과 가능성
4. 결어
Abstract

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