世界史敎育과 國際理解

Abstract

Some criticisms and problems, evolved by world history as a secondary school curriculum, is nothing new. Even though we are living in the international age that forces us to have a keen sense of ever increasing international interdependency among the peoples, comparing with other fields of education, the sphere of teaching world history has been far behind for the last three decades. Some historians and philosophers have tried to describe, analyse, and identify the main features of universal history (world history), and thus to evolve some ideas about the nature of particular civilization and universal aspects of human life that are shared by all peoples throughout the history of mankind. Thus far, there is, however, no concensus about what world history ought to be in terms of educational objectives, contents, and instructional scheme. To improve world history teachng in the secondary school level, following issues are aolvanced; 1) Through the study of world history, the student ought to see the broad lines of both continuity and change in human society, the significances, uniformity, and variety among human institutions, the persistent problems faced by all human societies, and the resources for improvement in human affairs. 2) The student must recognize a greater than ever magnitude of studying world history, which is resulted from the pressure of world interdependency. 3) With emergence of the Third World, Western hegemony in the world has eroded. Therefore, we need a new world perspectives based on an equal terms between Western history and Non-westeen history in teaching world history, 4) We, especially curriculum makers, are recommended to be familiar with the literatures of world history which are. written under the perspectives of universal history. 5) To innovate conventional world history curricular, we have to try to isolate some congruous values, concepts, and generalizations with which both the teachers and the students are more comprehensible in the area of world history.