This paper discusses description structure and context of Silhak in the elementary social studies textbook in the 7th National Curriculum and 2007 Revised National Curriculum which is the basic textbook writing standard criteria. It will also show the improved description direction of Silhak according to achievement in History Academia.
Many scholars of academia claim that Silhak should not be interpreted from the view point of Anti-Neo-Confucianism nor Anti-feudal. Rather, Silhak should be discussed Neo-Confucianism. These scholars also claim that Silhak must not be considered as the scholars’ academic traditions of out of power or one of the commercial-centered academic traditions and agriculture-centered academic traditions.
This paper analyzes both the textbook of 7th National Curriculum and 2007 Revised National Curriculum. The notable finding is that the textbook of 2007 Revised National Curriculum does not directly state the relationship of Silhak and Neo-Confucianism is hostile as the 7th National Curriculum does. But in the textbook of 2007 Revised National Curriculum, there are some descriptions which might be misleading readers to understand Neo-Confucianism. For instance, there is a tendency for the textbook of 2007 Revised National Curriculum to present Neo-Confucianism in a negative way.
The textbook of 2007 Revised National Curriculum does not use terms such as Mercantilism or Physiocrats. Instead, it focuses on the roles of reformers. These reformers were discussed separately as commercial-centered reformers and agriculture-centered reformers. As for the textbook of 7th National Curriculum, it states that Silhak was the failed group of out of power therefore their policy was not accepted. I believe that these incomplete descriptions must be revised in the future.
The context order in 2007 Revised National Curriculum is‘transmission of western civilization and studies’ before Silhak.This is the structure emphasizing the external factors of birth ofSilhak. To clarify Silhak, acceptance of western culture shouldbe written with Silhak organically. Or the context order might be changed to ‘transmission of western civilization and studies’ after Silhak. The prosperity of Silhak during the Jung-jo era also should be stated in the text in order to further understanding about Silhak.
This paper just points out the faults of the textbooks from the research achievement of History Academia. I hope this paper could be a stepping stone for improving the context of Silhak in elementary social studies textbook reflecting the research achievement of History Academia.