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초록· 키워드
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In spite of the increasing interests and the expansive body of literature on the history teaching scholarship, the very nature, conceptualizations, and theoretical framework of the field have remained obscure and unexamined. The present discourses on history teaching are subjected to critical scrutiny in this study, as I attempt to explore new theoretical approaches that challenge current issues and frameworks.
The research on history teaching and its practical applications have reflected, if not premised on, the positivistic assumptions which seek to deliberate the objective historical knowledge. As a consequence the discourse on history teaching has limited itself only to confined methodological aspects, without broadening its vision into historical epistemology. In these circumstances, the dominant discussion on the historical thinking skills should be reexamined in the view of historical problematization.
The new approach on history teaching should be focused on the historical problematization of history teacher, that is, how history teacher problematizes the past with respect to teaching history. And the epistemological basis of the new approach should be reoriented toward historicization. The historicization informs the historical and social contextsin which the knowledge and theories are produced and articulated. And also, it entails the criticism of the social and linguistic conventions by which the specific knowledge is defined. In this sense, the teachers' perspective-taking and interpreting process, which is problematization must rise to the core of the discourse. And the epistemo-logical reorientation toward historicization will be able to extend and widen the discourse on history teaching.
The research on history teaching and its practical applications have reflected, if not premised on, the positivistic assumptions which seek to deliberate the objective historical knowledge. As a consequence the discourse on history teaching has limited itself only to confined methodological aspects, without broadening its vision into historical epistemology. In these circumstances, the dominant discussion on the historical thinking skills should be reexamined in the view of historical problematization.
The new approach on history teaching should be focused on the historical problematization of history teacher, that is, how history teacher problematizes the past with respect to teaching history. And the epistemological basis of the new approach should be reoriented toward historicization. The historicization informs the historical and social contextsin which the knowledge and theories are produced and articulated. And also, it entails the criticism of the social and linguistic conventions by which the specific knowledge is defined. In this sense, the teachers' perspective-taking and interpreting process, which is problematization must rise to the core of the discourse. And the epistemo-logical reorientation toward historicization will be able to extend and widen the discourse on history teaching.
목차
1. 머리말
2. 역사학습에 관한 시각과 담론의 문제점
3. 인식론적 전환의 가능성과 방향
4. 맺음말
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-374-015490079