지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Korean Contemporary historical studies became active in the 1980s. But education of it had begun and continued since right after the liberation, through textbooks. In a sense, education of the Korean contemporary history preceded the academic research of it.
Then, since the 『National History』 textbook, which first appeared in 1974 under the government’s textbook-designation system, the national history textbooks ‘designated’ by the government for example in 1979 and 1982 served as a method of ideology education based upon an anti-Communist agenda. Only coming into the 1990s, with the society’s demand for democracy higher than ever and studies in the contemporary history of Korea accumulated to a certain degree, such ideology education grew weaker.
A giant leap taken in the education of Korea’s contemporary history was made possible with the new Textbook Certification system, and the advent of a new breed of Korean modern and contemporary history textbooks which were based upon results from new academic researches, in 2002. With this turning point, the textbooks came to serve not as a tool of ideology education, but a conduit to relay academic knowledge to the students in an educational fashion. The textbooks, even the government-designated ones released in 2002 and 2006 along with the ‘certified’ textbooks were no different in that regard. Among the 2014 textbooks, only the Gyohak-sa textbook (and its Contemporary history section) resembled the perspective and structure of the government-designated ones, while the textbooks from the other seven publishers resembled that of the 2002 Certified Korean Modern and Contemporary historical textbooks.
Currently there is a drive that intends to resurrect the textbook designation system, and publish the Korean history textbooks accordingly. But Korean Contemporary history education performed through government-designated textbooks would create results entirely different from those that would be created by the academic circle whose overall intention is to connect research and education in an ideal way. In such circumstances, it is highly possible that education would be tainted by political agendas. We should be more than concerned about that prospect.
Then, since the 『National History』 textbook, which first appeared in 1974 under the government’s textbook-designation system, the national history textbooks ‘designated’ by the government for example in 1979 and 1982 served as a method of ideology education based upon an anti-Communist agenda. Only coming into the 1990s, with the society’s demand for democracy higher than ever and studies in the contemporary history of Korea accumulated to a certain degree, such ideology education grew weaker.
A giant leap taken in the education of Korea’s contemporary history was made possible with the new Textbook Certification system, and the advent of a new breed of Korean modern and contemporary history textbooks which were based upon results from new academic researches, in 2002. With this turning point, the textbooks came to serve not as a tool of ideology education, but a conduit to relay academic knowledge to the students in an educational fashion. The textbooks, even the government-designated ones released in 2002 and 2006 along with the ‘certified’ textbooks were no different in that regard. Among the 2014 textbooks, only the Gyohak-sa textbook (and its Contemporary history section) resembled the perspective and structure of the government-designated ones, while the textbooks from the other seven publishers resembled that of the 2002 Certified Korean Modern and Contemporary historical textbooks.
Currently there is a drive that intends to resurrect the textbook designation system, and publish the Korean history textbooks accordingly. But Korean Contemporary history education performed through government-designated textbooks would create results entirely different from those that would be created by the academic circle whose overall intention is to connect research and education in an ideal way. In such circumstances, it is highly possible that education would be tainted by political agendas. We should be more than concerned about that prospect.
목차
머리말
1. 이념 교육의 장 : 1970·80년대 국정 고등학교 『국사』의 현대사
2. 현대사 교육의 출발 : 1990년대 이후 국정 고등학교 『국사』의 현대사
3. 현대사 교육의 갈림길 : 2014년판 검정 고등학교 『한국사』의 현대사
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UCI(KEPA) : I410-ECN-0101-2015-910-001670162