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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Recent effort trying to overcome Western-centrism has threatened the existence of ‘periodization’ which is a key methodological material of previous world history subject. It is clear that the conquest of Western-centrism is most important topic in today’s world history education that coexist internationality and subjectivity, however, if the result is reflected in new text without in-depth examination about each case which is pointed out as a part of Western-centrism in world history text, it may leave another task for next generation.
This study aims to grasp the relationship of ‘periodization’ with Westerncentrism among cases claimed as a portion of it in the world history text. As the method, it examines the current state of periodization reflected in the text in order to make clear what part cause the historical recognition called Western-centrism and at the same time, it inspects the origin of periodization to grasp whether it is created by the intention of Western-centrism from the first time. Generally, typical 3 ages called ‘ancient-medieval-modern’ reflected in the world history text in the 7th curriculum has been pointed out as a factor of Western-centrism. So, most alternative texts recently which aims to overcome Western-centrism exclude or dilute periodization or the time in history. However, such tendency might be based on wrong decision about the reason.
The periodization in the text does not give rise to the historical recognition called Western-centrism, but nonsystemicity or obscurity of periodization toward the region besides Europe finally produces it. Besides, through the origin of periodization, even 3 ages are only suggested as ‘a theory for discovery’ or ‘a method to find truth’ rather than the intention of Westerncentrism. In addition, there must be a fact that it is contributed to educational meaning namely ‘structuralization of knowledge’ and ‘historical thinking’ which even previous studies indicating periodization is just Western-centrism acknowledge.
Therefore, for the greatest purpose of world history education, the conquest of Western-centrism, it is necessary to create optimal periodization which can understand other region in addition to Europe by rather arguing the theory of periodization, not neglecting or diluting it and to systemize this on the text.
This study aims to grasp the relationship of ‘periodization’ with Westerncentrism among cases claimed as a portion of it in the world history text. As the method, it examines the current state of periodization reflected in the text in order to make clear what part cause the historical recognition called Western-centrism and at the same time, it inspects the origin of periodization to grasp whether it is created by the intention of Western-centrism from the first time. Generally, typical 3 ages called ‘ancient-medieval-modern’ reflected in the world history text in the 7th curriculum has been pointed out as a factor of Western-centrism. So, most alternative texts recently which aims to overcome Western-centrism exclude or dilute periodization or the time in history. However, such tendency might be based on wrong decision about the reason.
The periodization in the text does not give rise to the historical recognition called Western-centrism, but nonsystemicity or obscurity of periodization toward the region besides Europe finally produces it. Besides, through the origin of periodization, even 3 ages are only suggested as ‘a theory for discovery’ or ‘a method to find truth’ rather than the intention of Westerncentrism. In addition, there must be a fact that it is contributed to educational meaning namely ‘structuralization of knowledge’ and ‘historical thinking’ which even previous studies indicating periodization is just Western-centrism acknowledge.
Therefore, for the greatest purpose of world history education, the conquest of Western-centrism, it is necessary to create optimal periodization which can understand other region in addition to Europe by rather arguing the theory of periodization, not neglecting or diluting it and to systemize this on the text.
목차
1. 들어가며
2. 관점의 이동
3. 시대구분의 유래와 교육적 기능
4. 맺음말
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