인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
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.
피인용 0
초록·키워드
The purpose of this paper is to examine the tasks of ‘post-colonization’ in history education in Korea after liberation, and what problems should be solved in history education in Japanese colonial era. In addition, it also examined our independent post-colonial efforts during the period of U. S. Army Military Government in Korea (USAMGIK) immediately after liberation, and what have not been resolved so far.
At the end of the Japanese colonial era, nation course in elementary schools(國民學校 國民科) combined history, Japanese language, and geography only for “emperor country’s subject policy (皇國臣民化).” This paper focuses on the efforts to find our history, made right before the social studies was announced as a curriculum in September 1946, which has not received much attention so far. The nationalist line, including Hwang Ui-don, and teachers’ movements, as well as the efforts of university professors who opposed social studies, did not shine properly amid the pro-Japanese and anti-communist criticism of those who led the education at the time. For this reason, the controversy over social studies continued even after the US military government was over and the Korean government was established. Now it would be good to open up the discussion on a new ‘K-history education,’ leading world history education that is structurally combined with our own historical content and knowledge.
At the end of the Japanese colonial era, nation course in elementary schools(國民學校 國民科) combined history, Japanese language, and geography only for “emperor country’s subject policy (皇國臣民化).” This paper focuses on the efforts to find our history, made right before the social studies was announced as a curriculum in September 1946, which has not received much attention so far. The nationalist line, including Hwang Ui-don, and teachers’ movements, as well as the efforts of university professors who opposed social studies, did not shine properly amid the pro-Japanese and anti-communist criticism of those who led the education at the time. For this reason, the controversy over social studies continued even after the US military government was over and the Korean government was established. Now it would be good to open up the discussion on a new ‘K-history education,’ leading world history education that is structurally combined with our own historical content and knowledge.
본문·목차
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