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
This study analyzes how the concept of “historical thinking” emerged, was transformed, and was appropriated within the political and social context of 1980s Korean history education discourse. Specifically, it traces how “historical thinking” functioned as a language of resistance against the rise of pseudo-historical narratives and state-centered history education. In the 1980s, history education scholars sought to counter political intervention and nationalist historiography by attributing academic rigor and inquiry to “historical thinking,” adopting a strategy of “depoliticization.” In contrast, history education activists appropriated the term as a tool for critiquing dominant ideologies and advancing a people-centered historical perspective. By the 1990s, however, “historical thinking” was reduced to a procedural and formalized concept through its institutionalization in curricula and textbooks, and it gradually lost its resistant and practical dimensions amid professionalization and the importation of foreign theories. This trajectory demonstrates that “historical thinking” is not a fixed educational goal but a historical construct shaped by specific political and social conditions and the strategic needs of different actors. Accordingly, discussions of “historical thinking” should be preceded by historical inquiries into who invoked the concept, in what context, and for what purposes.
본문·목차
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