초록 열기/닫기 버튼
This article addresses the changes of the knowledge of world history and their ensuing problems in drafting National World-history Curriculum(NWC). There exist varied systems of knowledge to interpreting world history. Most outstanding among them are Euro-centric system and its critical one, both of which cannot completely overwhelm its counterpart. New knowledges have been accumulated in their mutual criticism. Lately, NWC has undergone two changes. 2007 NWC, arguing for overcoming Euro-centric perspective, placed its emphasis upon the interaction based on exchange and trade. The Curriculum presented a lot of views on world history distinct from ‘established’ ones, causing not a few criticisms towards its content structure. 2009-revised NWC revitalized ‘traditional, Euro-centric’ views in its content structure. In the 2009 revision, the understanding of independent development of individual Civilization was re-called as educational goal of NWC and also global historical meanings were given to Exploration of New Trade Routes and other historical events. These show us that two main perspectives on world history compete with each other in NWC. The change of curriculum from 2007 to 2009 revision raised some issues which need our deep thinking. Considering that there co-exist plural academic systems of reading world history, we need to think: which knowledge system should be officialized by NWC and how to legitimize NWC; the possibility of co-existence of plural NWCs; and the problems caused by the application of a particular knowledge system to class education. Also we need to put under critical review the knowledge system constructed by anti-Eurocentric academism as we do the Euro-centric knowledge system.
키워드열기/닫기 버튼
Eurocentrism, anti-Eurocentrism, world history, National World History Curriculum, knowledge system
