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- 한국역사교육학회 제33회 전국학술대회 겸 제65회 전국역사학대회 분과학회 프로그램 2022.10.16 한국역사교육학회에서 제65회 전국역사학대회 분과 발표 겸 제 33회 전국학술대회 개최를 안내 드립니다.오는 10월 28일(금) ~ 29일(토)에 제65회 전국역사학대회가 연세대학교에서 개최되며, 우리 학회는 대회에서 29일 토요일 오후 12:30부터 연세대학교(신촌) 위당관 B05 강의실에서 분과발표 겸 제33회 전국학술대회를 진행할 예정입니다. 당일 진행은 아래의 학회 학술대회의 포스터 내용에 따라 다음과 같이 운영됩니다.<한국역사교육학회 분과학회>
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- [성명서] 역사과 교육과정을 임의로 수정해 행정예고한 교육부를 규탄한다. 2022.11.24 역사교육 5개 학회 공동 교육부 규탄 성명
- [성명서] ‘2022 개정 교육과정’에서 고등학교 ‘한국사’ 시수 감축을 우려한다. 2021.10.05 ‘2022 개정 교육과정’에서 고등학교 ‘한국사’ 시수 감축을 우려한다.
- [성명서] 역사의 사법화 현상을 우려한다 - 역사왜곡방지법안 발의에 부쳐 - 2021.06.15 역사의 사법화 현상을 우려한다- 역사왜곡방지법안 발의에 부쳐 - 2021년 5월 13일 더불어민주당 김용민 의원 등 12인에 의해 역사왜곡방지법안이 발의되었다. 제안이유는 “헌법 정신을 위반하는 일제 찬양과 역사왜곡 행위에 대한 법적 근거가 미비한 현실에서 헌법적 가치를 지키고 국가의 존엄을 유지”하기 위함이라고 명시하고 있다. 최근 한‧미‧일의 역사부정론자들이 식민지배를 미화하면서 일본군 ‘위안부’와 강제 동원의 역사를 부정하고 그 해결을 위한 노력을 공격하는 언행을 반복하고 있는 현실을 감안하면 이 법안이 나온 배경은 짐작할 수 있다. 하지만 역사문제는 전문 연구와 사회적 합의로 풀어가야 마땅하다. 그러므로 특정한 역사관에 역사 ‘왜곡’이라는 올가미를 씌우고 처벌 조항을 명시하는 등 역사 문제를 과잉사법화한다는 점에서 역사왜곡방지법안은 심각한 문제점을 안고 있다.첫째, 이 법안은 반공독재체제 시절 학문과 사상의 자유를 탄압했던 국가보안법의 독소조항과 유사한 조항이 규정되어 있다는 점에서 문제가 있다. 제3조에서는 “공연히 일본제국주의의 우리나라에 대한 폭력적‧자의적 지배 또는 그 지배하에서 범하여진 폭력, 학살, 인권유린을 찬양‧고무‧선전하거나 이에 동조하는 행위를 금지”하고 있고, 제4조에서는 “외국인 또는 외국의 국가‧단체가 역사 왜곡 또는 일제 찬양을 하는 것에 동조하거나 경제적 지원을 하는 행위를 금지”하고 있으며, 제5조에서는 “일본제국주의를 찬양‧고무‧선전할 목적으로 일본제국주의를 상징하는 군사기 또는 조형물을 사용하는 행위를 금지”한다고 규정하고 있다. 일본제국주의 지배와 일본제국주의 지배하에서 일어난 폭력, 학살, 인권유린에 대한 찬양, 고무, 선전을 금지한다는 조항들은 국가인권위원회가 폐지를 권고하고 제21대 국회에 폐지안이 상정되어 있는 국가보안법 7조 찬양 고무죄를 떠올리게 한다. 법안 발의자들은 학문과 사상의 자유를 얻기 위해 투쟁했던 지난한 인권운동의 역사를 상기할 필요가 있다. 물론 식민지배를 찬양하고 독립운동가들을 모독하는 행위가 용납되어선 안 된다. 그러나 홀로코스트 부정을 법으로 처벌하고 있는 독일에서도 역사 부정이 지속되고 있음을 볼 때 법적 규제가 만능일 수는 없다. 오히려 이 문제들과 적극적으로 대면하며 공론장에서 자연 도태시키는 사회가 훨씬 건강하다. 이런 이유로 우리 헌법은 학문과 사상의 자유를 최대한 허용하고 있다. 법안 발의자들은 이 지점을 다시 한번 곱씹길 권한다.둘째, 역사의 심판관을 법률로 규정한 부분에도 우려를 표한다. 이 법안 제6조에서는 ‘역사적 사실에 대한 왜곡 여부 등을 전문적으로 심리하기 위하여 ‘진실한역사를위한심리위원회’를 설치’하고, 제33조 및 제34조에서는 ‘진실한역사를위한심리위원회’가 “역사왜곡행위, 일제찬양행위에 대해 시정명령 등 시정조치를 할 수 있도록” 규정하고 있다. 역사 왜곡의 판단 기준을 법관이 아니라 역사전문가들에게 맡겼다는 점에서 고심한 흔적이 보이지만, 이 부분 또한 심각한 문제를 안고 있다. 역사적 사실은 끊임없이 재해석되어 왔고, 앞으로도 그럴 것이다. 해석에 개입하는 역사학자 개인의 주관성을 어떻게 할 것인가도 오랜 논쟁 주제이다. 그러므로 일제 강점기의 역사 또한 끊임없이 재해석되는 논쟁의 영역으로서 특정 역사연구자가 유력한 의견을 제시할 수는 있지만 심판관의 역할을 하는 것은 부당하다. 이에 역사의 심판관을 법률로 규정하고 있는 조항에 결코 동의할 수 없다.셋째, 수많은 쟁점을 안고 있는 역사적 사건들이 정치 변동에 따라 사법적 단죄의 대상이 될 가능성이 있다. 정치적 갈등과 논란을 야기하는 모든 역사적 사건들을 법으로 심판하고 단죄하려 한다면, 역사 연구와 역사교육이 정쟁에 휩싸이면서 자기 검열을 해야 하는 상황에 몰려 위축되고, 역사적 사실에 대한 시민들의 다양한 접근과 논의를 막는 부작용을 낳게 될 것이다. 역사적 사건을 사법의 잣대로 재단하는 것은 역사 왜곡 문제 해결의 정공법이 아니다. 학문적･시민적 공론장에서 역사 문제를 더 활발하게 논의할 수 있는 여건을 조성하는 것이 시급하다. 우리 사회는 이미 역사가 정쟁에 휘말려 들어가면 결국 파당적인 무기가 된다는 것을 경험한 바 있다. 이 법안이 역사 왜곡을 금지한다는 취지와 달리 오히려 역사 전쟁을 부추기는 부정적인 효과를 낳을 것은 명약관화하다.이에 우리는 법안 발의 당사자들이 조속히 역사왜곡방지법안을 철회할 것을 강력히 촉구한다. 2021년 6월 9일 만인만색연구자네트워크, 부산경남사학회, 아시아평화와역사연구소, 역사교육연구소, 역사교육연구회, 역사문제연구소, 역사문화학회, 역사학연구소, 역사학회, 웅진사학회, 일본사학회, 한국고고학회, 한국고대사학회, 한국교육사학회, 한국과학사학회, 한국사연구회, 한국여성사학회, 한국역사교육학회, 한국역사연구회, 한국프랑스사학회, 호서사학회 (총 21개 학회 및 연구자 단체)
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- [2007-01-16] 사회과 교육과정 개정 시안 연구 공청회 자료 2017.09.07 2006년 12월 16일에 열렸던 공청회 자료입니다.
- [2007-01-15] 사회과 교육과정 개정 방안 연구 2017.09.07 7차교육과정에 대한 개선을 연구한 한국교육과정평가원의 보고서입니다.
- [2006-04-16] 역사교수학습연구에 관한 참고문헌 목록(AERA의 역사교수 분과에서 선정) 2017.09.07 미국교육연구협회(the American Educational Research Association)의 역사교수 분과(the Teaching History Special Interest Group)에서 선정한 역사교수학습 연구에 관한 참고문헌 목록입니다. 연구에 참고하십시오. Research on Teaching and Learning History: Selected References Prepared by the Teaching History Special Interest Group of the American Educational Research Association Note: If you have recently published a research-based article on teaching and/or learning history, please send an APA-style reference for the article to Bruce VanSledright at bv14@umail.umd.edu. Do not indent or use hard returns in the email reference to facilitate their html coding. This site will be updated periodically with new submissions. -------------------------------------------------------------------------------- A–C Albert, M. (1995). Impact of an arts-integrated social studies curriculum on eighth graders’ thinking capacities. Unpublished doctoral dissertation, University of Kentucky, Lexington. Almarza, D.J., & Fehn, B.R. (1998). The construction of whiteness in an American history classroom: A case study of eighth-grade Mexican-American students. Transformations, 9, 196-211. Angvik, M., & von Borries, B. (Eds.) (1997). Youth and History: A comparative European survey on historical consciousness and political attitudes among adolescents. Vol. A: Description; Vol. B: Documentation. Hamburg: Edition Stiftung. Ashby, R., & Lee, P. (1987). Children's concepts of empathy and understanding in history. In C. Portal (Ed.), The history of curriculum for teachers (pp. 62-87). Philadelphia: The Falmer Press. Ashby, R., & Lee, P. (1987). Discussing the evidence. Teaching History, 48, 13-17. Barca, I. (1998). Adolescents' ideas about explanatory assessment in history. College Park MD: Eric Clearinghouse on Assessment and Evaluation No.Ed 429 116. Barca, I. (1997). 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Building a history curriculum: Guidelines for teaching. In P. Gagnon & The Bradley Commission on History in the Schools (Eds.), Historical literacy: The case for history in American education (pp. 16–47). New York: Macmillan. Britt, M. A., Rouet, J.-F., Georgi, M. C., & Perfetti, C. A. (1994). In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 47-84). Hillsdale, NJ: Erlbaum. Brophy, J. (1992). Fifth-grade U.S. history: How one teacher arranged to focus on key ideas in depth. Theory and Research in Social Education, 20, 141-155. Brophy, J. (1990). Teaching social studies for understanding and higher–order application. The Elementary School Journal, 90, 351–417. Brophy, J., & VanSledright, B.A. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press. Brophy, J., Van Sledright, B., & Bredin, N. (1993). What do entering fifth graders know about U.S. history? Journal of Social Studies Research, 16/17, 2-19. Brophy, J., VanSledright, B. A., & Bredin, N. (1992). Fifth graders’ ideas about history expressed before and after their introduction to the subject. Theory and Research in Social Education, 20, 440–489. California State Board of Education (1988). History–social science framework for California public schools, kindergarten through grade twelve. Sacramento: California State Department of Education. Carretero, M., Asensio, M., & Pozo, I. (1991). Cognitive development, historical time representation and causal explanations in adolescence. In M. Carretero, M. Pope, R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction: European research in an international context (pp. 27-48). Pergamon. Carretero, M., Asuncion, L.-M., & Jacott, L. (1997). Exploring historical events. International Journal of Educational Research, 27, 245-253. Carretero, M., Jacott, L., Limón, M., Manjón, A. L., & León, J. A. (1994). Historical Knowledge: Cognitive and instructional implications. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and social sciences (pp. 357–376). Hillsdale, NJ: Lawrence Erlbaum Associates. Cheney, L. V. (1987). American memory: A report on the humanities in the nation’s public schools. Washington, DC: National Endowment for the Humanities. Cuban, L. (1991). History of teaching in social studies. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 197-209). New York: Macmillan. D–F Dickinson, A. K., & Lee, P. J., & Rogers, P. (1984). Learning history. London: Heinemann. Dickinson, A. K., & Lee, P. J. (1984). Making sense of history. In A. K. Dickinson, P. J. Lee, & P. J. Rogers (Eds.), Learning history (pp. 117–153). London: Heinemann. Dickinson, A. K., Lee, P. J. (1978). Understanding and research. In A. Dickinson & P. Lee (Eds.), History teaching and historical understanding (pp. 94-120). London: Heinemann. Dickinson, J. (1993). 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