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.
초록· 키워드
오류제보하기
Historical thinking has become one of the most important issues in research on history teaching and learning in Korea. This trend reflects the effort of referring proper value and meaning of history education to the nature and procedure of historical knowledge production. Recently, however, it is criticized that researches on historical thinking rather emphasize thinking skills instead of investigating the meaning of 'historical' in historical thinking, that historians, policy makers, educators interested in this topic tend to appropriate related discourses for their purpose in the process of knowledge/power production and distribution in the field of history education.
This paper develops this critique by problematizing the assumptions and premises about historical thinking. If someone insists that the nature and procedure of history as discipline and historians' specific way of knowing be the basis or model of historical thinking, what kind of disciplinary aspects and which historians is s/he talking about or referring to? Most researches do not question, in other word historicize, the disciplinary nature of history and historians' positions and interests in pursuing their research. History is a contested field Different views and voices are questioning the epistemomlogical foundations of conventional and disciplined history.
Not just simulating historians' way of knowing and doing research, but asking why we should do so must be a point to be considered in history teaching and learning. In this sense, historicization can be a meaningful mode of thought in history classroom. Historicization informs the historical and social contexts in which the knowledge and theories are produced and articulated. It also entails the criticism of the social and linguistic conventions by which the specific knowledge is defined. By historicizing, students can learn that things could have been different from what they are and think about how history, the result of past politics, will be constituted for the present.
This paper develops this critique by problematizing the assumptions and premises about historical thinking. If someone insists that the nature and procedure of history as discipline and historians' specific way of knowing be the basis or model of historical thinking, what kind of disciplinary aspects and which historians is s/he talking about or referring to? Most researches do not question, in other word historicize, the disciplinary nature of history and historians' positions and interests in pursuing their research. History is a contested field Different views and voices are questioning the epistemomlogical foundations of conventional and disciplined history.
Not just simulating historians' way of knowing and doing research, but asking why we should do so must be a point to be considered in history teaching and learning. In this sense, historicization can be a meaningful mode of thought in history classroom. Historicization informs the historical and social contexts in which the knowledge and theories are produced and articulated. It also entails the criticism of the social and linguistic conventions by which the specific knowledge is defined. By historicizing, students can learn that things could have been different from what they are and think about how history, the result of past politics, will be constituted for the present.
목차
1. 문제의 제기
2. 역사적 사고 : 논의의 전제와 한계
3. 역사학습에서 역사화의 적절성과 가능성
4. 결어
Abstract
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
포스트모던 역사인식과 역사학습
역사교육
2000 .06
-
역사학습의 인식론적 모색
역사교육
2000 .09
-
역사교육과 역사학의 거리
역사교육
2016 .06
-
역사적 사실의 특징과 역사교육의 특수성
역사교육
2010 .03
-
역사교육의 담론과 학문적 가능성
역사교육
2006 .03
-
역사 수업 이론의 진전과 적용상의 도전
역사교육
2014 .09
-
歷史家與歷史知識的大眾化
역사와실학
2010 .11
-
클리오들의 투쟁 : 서양 근대사에서의 역사가와 이념
역사학보
2009 .03
-
학생들의 역사 개념에 대한 이해 양상과 역사의식
역사교육
2009 .09
-
역사교사의 인지적 특성이 역사수업에 미치는 영향
역사교육
2004 .03
-
고려시대 관련 역사소설의 대중성과 향후 전망
인문콘텐츠
2004 .06
-
역사교육 개념어의 용례 검토 : 역사적 사고, 역사해석, 역사인식, 역사의식
역사교육
2010 .03
-
역사 서술의 문학성과 역사소설의 새로운 경향
국어국문학
2005 .12
-
역사교육의 목적을 다시 묻는다
역사교육
2006 .09
-
한국사 연구와 역사교육에서 정체성과 역동성, 공동체 정신
역사교육
2016 .06
-
학생의 다양성과 역사교육 : 학생의 역사 정체성 및 역사의식, ‘다원적 역사’에 대한 해외 연구 검토
역사교육
2018 .12
-
역사 교수-학습에서 `주체`의 문제 : 고등학교 `한국사` 민주화, 산업화 서술 내용을 중심으로
역사와 세계
2014 .06
-
전근대 국사의 형성과 그 발전
韓國史學史學報
2008 .01
-
大學 敎養敎育으로서의 歷史敎育의 方向
역사와 담론
1977 .04
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-374-015493585