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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This article is aimed at analyzing textbook of Korean history issued for middle-school students in 2001 and Korean-history textbook for high schools also published in 2001. The analysis is focused on the modern and contemporary history because the part is thought to be seriously problematic.
The textbooks of Korean history scarcely have been discussed in foreign countries including Japan while Japan's history textbooks for middle and high schools have been criticized. But in Korea the Korean-history textbooks have been debated since they were first published under the inspection of government, 2 years after the establishment of dictatorial Yushin regime in 1972. The blame is chiefly on the forcible adoption of the government-inspected textbooks of Korean history that is only possible at the totalitarian state.
It has been asserted that history textbooks have to be 'authorized', not 'inspected by government.' Also the criticism has been brought by the excessive statism and anti-Communism ideology permeated in Korean-history textbooks for middle and high schools. Over-emphasis on the exploitation should be reconsidered when describing the Korean economy during the Japanese forcible occupation. On the other hand, it must be noted that the invading process of the Japanese imperialists is too briefly mentioned and the pro-Japanese group standing in the way of liberation of the nation and Korean girls sexually exploited by Japanese Soldiers are omitted, or excessively curtailed.
The bureaucratism caused the unfaithful edition of the Korean-history textbooks. It is often found that similar descriptions are contained both in the Korean-history textbook for middle school and that for high school and some maps, illustrations and photographs appear at the same time in both. So far the government has adapted itself to circumstances when deciding standard guidelines for textbooks of Korean history and writing it.
The Korean-history textbooks for middle and high schools have been under the influence of anti-Communism and statism caused by the divided situation of the country in description of modern and contemporary period.
The underground struggles against the Japanese colonialism which were carried by members of the Korean Communist Party, and the armed partisan's fighting against Japan in Manchuria are not even mentioned. The textbooks also avert their eyes from the activities of socialists who participated in 6ㆍ10 independent movement and Kwangju student movement. On the other hand, the Korean provisional government which headquartered in Shanghai and Chungking in China have been overemphasized.
Anti-Communism ideology and the statism in south Korea became to exert much more influence after the liberation from Japanese occupation in August, 1945. The socialists and the north Korea are negatively described, and many facts are distortedly depicted.
In the future, the authorized system is to be introduced in writing the modern and contemporary Korean history. But it is thought that the authorized textbooks are not to be greatly different from the government-inspected textbooks because of the detailed education process presented by the government.
In the history textbooks, the modern and contemporary periods and the north Korea have to be given much more weight, and the Korean history has to be taught in close relations with the world history.
The textbooks of Korean history scarcely have been discussed in foreign countries including Japan while Japan's history textbooks for middle and high schools have been criticized. But in Korea the Korean-history textbooks have been debated since they were first published under the inspection of government, 2 years after the establishment of dictatorial Yushin regime in 1972. The blame is chiefly on the forcible adoption of the government-inspected textbooks of Korean history that is only possible at the totalitarian state.
It has been asserted that history textbooks have to be 'authorized', not 'inspected by government.' Also the criticism has been brought by the excessive statism and anti-Communism ideology permeated in Korean-history textbooks for middle and high schools. Over-emphasis on the exploitation should be reconsidered when describing the Korean economy during the Japanese forcible occupation. On the other hand, it must be noted that the invading process of the Japanese imperialists is too briefly mentioned and the pro-Japanese group standing in the way of liberation of the nation and Korean girls sexually exploited by Japanese Soldiers are omitted, or excessively curtailed.
The bureaucratism caused the unfaithful edition of the Korean-history textbooks. It is often found that similar descriptions are contained both in the Korean-history textbook for middle school and that for high school and some maps, illustrations and photographs appear at the same time in both. So far the government has adapted itself to circumstances when deciding standard guidelines for textbooks of Korean history and writing it.
The Korean-history textbooks for middle and high schools have been under the influence of anti-Communism and statism caused by the divided situation of the country in description of modern and contemporary period.
The underground struggles against the Japanese colonialism which were carried by members of the Korean Communist Party, and the armed partisan's fighting against Japan in Manchuria are not even mentioned. The textbooks also avert their eyes from the activities of socialists who participated in 6ㆍ10 independent movement and Kwangju student movement. On the other hand, the Korean provisional government which headquartered in Shanghai and Chungking in China have been overemphasized.
Anti-Communism ideology and the statism in south Korea became to exert much more influence after the liberation from Japanese occupation in August, 1945. The socialists and the north Korea are negatively described, and many facts are distortedly depicted.
In the future, the authorized system is to be introduced in writing the modern and contemporary Korean history. But it is thought that the authorized textbooks are not to be greatly different from the government-inspected textbooks because of the detailed education process presented by the government.
In the history textbooks, the modern and contemporary periods and the north Korea have to be given much more weight, and the Korean history has to be taught in close relations with the world history.
목차
Ⅰ. 머리말
Ⅱ. 일본 역사교과서 문제가 시사하는 국사교과서의 문제점
Ⅲ. 정부의 무성의
Ⅳ. 정통론, 반공국가주의와 관련하여
Ⅴ. 전망
〈ABSTRACT〉
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UCI(KEPA) : I410-ECN-0100-2009-911-018285606