일본 역사교육현장의 평화교육과 그 의미


Peace Education in the Field of History Education in Japan and its Implications


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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.


Ⅰ. 머리말
 Ⅱ. 1980년대 이후 ‘역교협’의 교과서 비판 운동
 Ⅲ. 1980-2000년대 ‘역교협’의 평화교육
 Ⅳ. 평화를 지향하는 국제적인 역사교육 연대
 Ⅴ. 맺음말


  • 구경남 Ku, Kyeong-Nam. 단국대학교 교육대학원


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