상호문화적 역사학습 원리로서의 ‘다관점성’

• 영문명: ‘Multi-perspectivity’ as a Principle of Intercultural History Learning
• 발행기관: 한국교육철학회
• 저자명: 최대희(Chai, Dae-Hee)
• 간행물 정보: 『교육철학』敎育哲學 第40集, 245~271쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.04.30

영문 초록

In a multi-eultural society it is important to have the ‘understanding of others’ accompanied with the self-reflection which goes beyond the simple understanding of the other αltures. The purpose of this article is to seek the possibility to the understanding of others in ‘inter-cultural education’ and to demonstrate that the ‘multi-perspectivity’ as a principle of history learning provides an appropriate methode. The goal of inter-eultural education is to attend on cultural ‘difference’ and then understanding it thrugh ‘perspective taking'. The history learning should be focused on the multi-perspectivity of history, as far as the purpose of history education lays in acquiring the capability to understanding of others. At such history classes, the students would confront themselves with historical documents with different points of view and directions. They are expeαed to experience the following three forms of multi-perspectivity: from the ‘perception’ of the related, the ‘interpretation’ to historical facts , and the ‘self-orientation’ of learners. To sum up, multi-perspectivity is the key for learning how to understand others in a multi-eultural society. This ability will surely be the basis for a stabler acquirement of identity and establishment of social integrity.

목차

Ⅰ. 머리말

Ⅱ. 상호문화교육학과 상호문화 역사학습

Ⅲ. 상호문화 역사학습의 목표와 역사적 자질

Ⅳ. 상호문화적 역사학습을 위한 테마

Ⅴ. 상호문화적 역사학습 방법론으로서 '다관점성(multi-perspectivity)'

Ⅵ. 맺음말

참고문헌

Abstract

키워드

m버ti-perspectivity understanding of others perspective taking inter-cultural education historical learning history education