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초록· 키워드
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What we teach about the history of the world in the high schools mostly shapes the future citizens' images and ideas about the world, because after graduation, most of the students will never again be exposed to any other kinds of courses that teach about world history or even world problems. Therefore, decisions about what to include and what to exclude from the high school world history course, how the course should be structured, and what the viewpoint for such a course should be are important.
Today's world of globalization demands history educators to revise world history courses to make them relevant to the social demands of the day. Peoples in the every comer of the world have, more than ever, interacted with inescapable intensity. Such increasing contacts between individuals through trade and travel, on one hand, urge for the global identity uniting peoples in the world and on the other hand. demand for awareness of and tolerance for multicultural characteristics of the human society. In this multicultural and global climate, there is no merit in a conventional way of teaching world history, which is a juxtaposition of the histories of different continents or cultures.
Each civilization and people has had its own trajectory of development. It is important that each civilization should be understood in its own terms. However, organizing world history with separate civilizations as the primary units has little value. This is because first examining all civilizations and all nations' and peoples' histories from ancient times to the present is impossible to sustain. Anyone attempting to do this either omits most of history by default or moves so rapidly that each epoch and each civilization can only receive cursory attention. Moreover, many of the most important events in history, even in ancient times, have been played out on a map bigger than any single country or civilization. Therefore, each civilization should not be irrelevantly studied as just a fragment of world history, which would impede students to see the grand movements of world changes.
This study underscores that world history should give attention to new problems and issues created by increasing cultural and ethnic pluralism and intensified global interdependence in the present world. In this respect, this study emphasizes cross-cultural interaction as a core organizing principle of world history and examines values of the interregional approach to construct world history. World history constructed with an interregional approach can be organized around big events whose impact was wide enough to involve peoples of differing cultures in a shared experience. These big events, then, would provide the common reference point for investigating and comparing other events and trends that related more narrowly to particular civilizations and cultural groups. Examining participation of the world's peoples in processes transcending individual societies and cultural regions can give a new meaning to the study of world history: that is, by providing those experiences in which a large number of people transcending cultural and political borders involved, students can better identify themselves as participants in the process of world changes.
Today's world of globalization demands history educators to revise world history courses to make them relevant to the social demands of the day. Peoples in the every comer of the world have, more than ever, interacted with inescapable intensity. Such increasing contacts between individuals through trade and travel, on one hand, urge for the global identity uniting peoples in the world and on the other hand. demand for awareness of and tolerance for multicultural characteristics of the human society. In this multicultural and global climate, there is no merit in a conventional way of teaching world history, which is a juxtaposition of the histories of different continents or cultures.
Each civilization and people has had its own trajectory of development. It is important that each civilization should be understood in its own terms. However, organizing world history with separate civilizations as the primary units has little value. This is because first examining all civilizations and all nations' and peoples' histories from ancient times to the present is impossible to sustain. Anyone attempting to do this either omits most of history by default or moves so rapidly that each epoch and each civilization can only receive cursory attention. Moreover, many of the most important events in history, even in ancient times, have been played out on a map bigger than any single country or civilization. Therefore, each civilization should not be irrelevantly studied as just a fragment of world history, which would impede students to see the grand movements of world changes.
This study underscores that world history should give attention to new problems and issues created by increasing cultural and ethnic pluralism and intensified global interdependence in the present world. In this respect, this study emphasizes cross-cultural interaction as a core organizing principle of world history and examines values of the interregional approach to construct world history. World history constructed with an interregional approach can be organized around big events whose impact was wide enough to involve peoples of differing cultures in a shared experience. These big events, then, would provide the common reference point for investigating and comparing other events and trends that related more narrowly to particular civilizations and cultural groups. Examining participation of the world's peoples in processes transcending individual societies and cultural regions can give a new meaning to the study of world history: that is, by providing those experiences in which a large number of people transcending cultural and political borders involved, students can better identify themselves as participants in the process of world changes.
목차
1. 머리말
2. ‘보편사‘로서 세계사
3. 문명들의 역사로서 세계사
4. 상호의존성의 심화과정으로서 세계사
5. 맺음말
Abstract
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