본 연구는 초등 역사교육만의 정체성 부족이라는 문제인식에서 논의를 출발하였다. 이에 후설(E. Husserl)의 현상학과 생활세계(Lebenswelt,, life world)에 주목하였다. 후설의 생활세계는 학습자 개인을 주체로 개인이 의미를 부여하는 대상을 교육의 출발로 한다는 점을 함의한다. 생활세계는 일차적으로 ‘나’의 세계이다. 이 세계는 나에 의해서 의미와 중요성을 갖는다. 즉, 생활세계에 기반한 교육의 의미는 개인을 중요시해야 한다는 것이다. 생활세계와 역사교육의 연결은 역사적 사건이나 역사적 텍스트에 대한 개인의 의미 부여이다. 그러므로 초등 역사교육은 개인과 역사와의 관계를 맺어주는 것에서 출발해야 한다. 이를 통해 아동의 삶을 바탕으로 자기존재를 인식하며, 자기가 살아가는 세상과 역사에 대한 인식을 넓혀가는 방향으로 초등 역사교육의 내용이 학생의 생활세계와 관련지어 교육내용, 교육방법이 이루어져야 할 것이다.

This study made its journey from the recognition that elementary history education lacks its identity and placed its focus on E. Husserl? phenomenology and life world. The significance of Husserl? life world is that education finds its starting point in the objects that individuals grant meanings to with individual students defined as the subjects. When connecting the concept to history education, it is clear that history learning should be based on the interests and concerns of individual students. The life world is primarily the world of ?e.?The world places significance and importance on me, first of all. That is, education based on the life world should value individuals. One of the implications of the life world for elementary history education is that individual importance should be recognized in history learning. Connections between the life world and history learning grant meanings to individuals regarding historical events and texts. In that vein, elementary history learning should start with making connections between individuals and history, through which the contents and methods of elementary history education should be related to children? life experiences in a direction that can help them perceive their being based on their own lives and expand their perceptions of their worlds and history.

This study made its journey from the recognition that elementary history education lacks its identity and placed its focus on E. Husserl? phenomenology and life world. The significance of Husserl? life world is that education finds its starting point in the objects that individuals grant meanings to with individual students defined as the subjects. When connecting the concept to history education, it is clear that history learning should be based on the interests and concerns of individual students. The life world is primarily the world of ?e.?The world places significance and importance on me, first of all. That is, education based on the life world should value individuals. One of the implications of the life world for elementary history education is that individual importance should be recognized in history learning. Connections between the life world and history learning grant meanings to individuals regarding historical events and texts. In that vein, elementary history learning should start with making connections between individuals and history, through which the contents and methods of elementary history education should be related to children? life experiences in a direction that can help them perceive their being based on their own lives and expand their perceptions of their worlds and history.

Husserl, phenomenology, life world, history education, elementary history education