이 연구는 분단사에 대한 성찰적 기억의 재구를 위한 새로운 방식의 통일교육 방안을 제안하였다. 분단과 전쟁의 피해를 직접 경험하지 않은 청소년 세대를 중심으로 분단사 교육의 필요성을 주장하며, 현재 청소년들의 분단사 기억 형태를 파악하기 위해 설문조사 결과를 분석하였다. 청소년들의 기억은 ‘해방 후 좌우익 대립, 냉전시기 외부세력의 신탁통치 및 간섭, 1950년 북의 남침, UN군 개입(인천상륙작전), 중공군 개입(1.4후퇴), 1953년 휴전’에 해당하였다. 이는 분단과 전쟁의 책임을 타자에게 전가하는 방식의 기억이이라고 할 수 있다. 그래서 분단사 교육은 우리의 과오를 지우려는 것이 아니라 ‘기억’하는 방향으로 이뤄져야 하고, 반성적 사유를 시작으로 평화를 희구하고 통일의 필요성을 절감하도록 교육 내용이 구성되어야 한다고 주장했다. 그 구체적인 실천 방안으로서 역사경험담 기반의 통합서사지도와 창작형 통일교육 방안을 논의하였다. 부인/회피/적대의 분단서사 및 고발/포용/화합의 통합서사로 구성되는 통합서사지도는 분단과 전쟁 역사에 관한 다양한 스토리들을 체계적으로 감상할 수 있는 분단사 교육방법론이며, 창작형 통일교육은 분단사에 대한 자성적 기억을 가능하게 하는 능동적인 체험활동이 될 수 있다. 그리고 실제 고등학교에서 이루어진 통합서사지도를 활용한 콘텐츠 창작 교육활동을 예시로 들어 분단사에 대한 통합서사적 상상력이 실현되는 통일교육의 가능성을 논의하였다.

This research aims to heal the distorted memories and emotions about the history of the division of Korea, focusing especially on the younger generation by. Examining their memories about the division history. Students responded by mentioning what they felt were the reasons for the division, as follow: (1)conflict between the leftists and the rightists after liberation (2)the North's invasion of the South on June 25, 1950, (3)interference from the major powers involved in the Cold War, (4)reversal of time from June 25, 1950, to 1951, (5)the ceasefire in July, 1953. However, the memories and causes they missed were the violence that arose from internal problems and the division of the Korean Peninsula. They also did not remember the conflicts between the youth of North Korea and South Korea because, for them, history of division was one of Kim Il Sung's revolutionary achievements. As a concrete action plan, I discuss an epic map of a story of integration based on the oral testimonies of war victims and a creative unification education plan. These are narratives of wives / avoidance / division of enemy. An integrated narrative of accusation / embracing / harmony is a branching education methodology that can systematically appreciate various stories about division and war history. Creative unification education can be an active experience. To explore the possibilities, I discussed the case of unification education in an actual high school.

Education about Division History, Unification Education, Creative Activities and Unification Education, Story for Integration, Epic Map of Story for Integration, Oral Testimonies of War Victims, Literary Therapy

This research aims to heal the distorted memories and emotions about the history of the division of Korea, focusing especially on the younger generation by. Examining their memories about the division history. Students responded by mentioning what they felt were the reasons for the division, as follow: (1)conflict between the leftists and the rightists after liberation (2)the North's invasion of the South on June 25, 1950, (3)interference from the major powers involved in the Cold War, (4)reversal of time from June 25, 1950, to 1951, (5)the ceasefire in July, 1953. However, the memories and causes they missed were the violence that arose from internal problems and the division of the Korean Peninsula. They also did not remember the conflicts between the youth of North Korea and South Korea because, for them, history of division was one of Kim Il Sung's revolutionary achievements. As a concrete action plan, I discuss an epic map of a story of integration based on the oral testimonies of war victims and a creative unification education plan. These are narratives of wives / avoidance / division of enemy. An integrated narrative of accusation / embracing / harmony is a branching education methodology that can systematically appreciate various stories about division and war history. Creative unification education can be an active experience. To explore the possibilities, I discussed the case of unification education in an actual high school.