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.
이용수
초록· 키워드
오류제보하기
This article focus on the ‘Peace Education’ activities by the History Educationalist Conference of Japan in the Japanese education field to find the right direction of history education to form right perception for history.
First, after 1980s, criticizing action to the textbook done by the History Educationalist Conference of Japan was tried by opposing government policy which tried to exclude the intention of invasion in the modern war through the textbook screening system. The History Educationalist Conference of Japan started criticizing movement to textbook in an extension of support to IENAGA`s textbook trials. This activity gave substantial impact on forming the Japanese perception of history.
Also, the History Educationalist Conference of Japan"s peace education needs reflection of the militaristic history education as well as action of right education for war which is opposite direction to universal human being`s values. The History Educationalist Conference of Japan contained damage of atomic bomb in the history text book to teach students exactly about the characteristics of invasion war. Action of peace education in Nagasaki, seriously damaged by nuclear bomb, seems very meaningful.
Finally, the History Educationalist Conference of Japan concentrated on history education network with other nations through developing the activities of mutual exchanges for sharing history perception. These activities were accumulated by experiences of history teachers in both countries making history textbooks on their own, the practice of teaching materials based on the exchange with the history and the future.
Thus, peace education which is being practiced in Japanese history education field, as the alternative plan for narrow concept of Japanese history eduction, is expected to be helpful to make mutual history perception of peace between Korea and Japan and also pursue peaceful relationship among the east asia.
First, after 1980s, criticizing action to the textbook done by the History Educationalist Conference of Japan was tried by opposing government policy which tried to exclude the intention of invasion in the modern war through the textbook screening system. The History Educationalist Conference of Japan started criticizing movement to textbook in an extension of support to IENAGA`s textbook trials. This activity gave substantial impact on forming the Japanese perception of history.
Also, the History Educationalist Conference of Japan"s peace education needs reflection of the militaristic history education as well as action of right education for war which is opposite direction to universal human being`s values. The History Educationalist Conference of Japan contained damage of atomic bomb in the history text book to teach students exactly about the characteristics of invasion war. Action of peace education in Nagasaki, seriously damaged by nuclear bomb, seems very meaningful.
Finally, the History Educationalist Conference of Japan concentrated on history education network with other nations through developing the activities of mutual exchanges for sharing history perception. These activities were accumulated by experiences of history teachers in both countries making history textbooks on their own, the practice of teaching materials based on the exchange with the history and the future.
Thus, peace education which is being practiced in Japanese history education field, as the alternative plan for narrow concept of Japanese history eduction, is expected to be helpful to make mutual history perception of peace between Korea and Japan and also pursue peaceful relationship among the east asia.
목차
Ⅰ. 머리말
Ⅱ. 1980년대 이후 ‘역교협’의 교과서 비판 운동
Ⅲ. 1980-2000년대 ‘역교협’의 평화교육
Ⅳ. 평화를 지향하는 국제적인 역사교육 연대
Ⅴ. 맺음말
참고문헌
논문초록
참고문헌 (31)
참고문헌 신청
1. [학위논문] - 구경남 / 2009 / 전후 일본의 역사교육 정책과 역사교육자협의회의 비판 활동 / 박사 / 고려대학교 대학원
4. [학술지(정기간행물)] - 김경일 / 2008 / 고등학교 윤리교과의 평화교육에 대한 고찰 ― 한국과 일본의 교과서에 대한 분석을 중심으로 ― / 일본문화연구 (26) : 295 ~ 318
7. [단행본] - 김호섭 / 2000 / 일본 우익 연구 / 중심 : 5 ~ 331
8. [단행본] - 김성보 / 2005 / 해방후 한일관계의 쟁점과 전망 / 경인문화사 : 331 ~ 366
9. [학술지(정기간행물)] - 김육훈 / 2012 / 민주주의․인권 그리고 세계사교육 / 역사와교육 6 : 69 ~ 89
4. [학술지(정기간행물)] - 김경일 / 2008 / 고등학교 윤리교과의 평화교육에 대한 고찰 ― 한국과 일본의 교과서에 대한 분석을 중심으로 ― / 일본문화연구 (26) : 295 ~ 318
7. [단행본] - 김호섭 / 2000 / 일본 우익 연구 / 중심 : 5 ~ 331
8. [단행본] - 김성보 / 2005 / 해방후 한일관계의 쟁점과 전망 / 경인문화사 : 331 ~ 366
9. [학술지(정기간행물)] - 김육훈 / 2012 / 민주주의․인권 그리고 세계사교육 / 역사와교육 6 : 69 ~ 89
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2014-900-002747799