내선일체론의 역사교육 적용 (A Study on Applying ‘Japan and Korea are One’ Theory(內鮮一體論) to History Teaching)

서지정보

· 발행기관 : 한국역사교육학회
· 수록지 정보 : 역사교육연구 / 20호 / 315 ~ 351페이지
· 저자명 : 김한종

초록

1930년대 후반 본격적으로 제기된 내선일체론은 조선총독부의 시정방침이었을 뿐 아니라 학교교육의 원리였다. 내선일체의 논리가 잘 반영된 교과 중 하나는 국사였다. 이 글은 내선일체론이 국사교육에 어떻게 적용되었는지를 교육과정과 내용, 교수학습방법의 측면에서 검토하였다.
내선일체론은 조선인과 일본인이 일본 國體의 本義로 하나가 된다는 의미였다. 국체를 유지해온 것이 황실이므로, 국체의 본의를 깨닫는 것은 천황의 聖業을 아는 것을 통해 이룰 수 있다고 보았다. 肇國의 유래, 황실의 위업 등이 국사교육의 내용으로 강조되었다.
국사교육은 지식교육뿐 아니라 정신교육이었으며, 내선일체론은 이해를 넘어서 몸으로 체득해서 실천해야 하는 논리였다. 이해와 실천은 내선일체론의 두 측면이면서 통합된 하나였다. 이해해야 할 것은 국사(일본사)의 大要였으며, 실천해야 할 것은 ‘國體의 존엄한 所以’였다.
개정된 『초등국사』 교과서에서는 조선을 독립적으로 서술하는 단원이 사라지고 내용이 일본사와 통합되었다. 그러나 한일관계사 서술은 오히려 늘어났다. 일본의 한국 정벌이나 우위를 서술하는 내용이 줄어든 대신 두 나라의 교류나 우호관계를 쓰는데 비중을 두었다. 4년제 심상소학교 역사교과서로 새로 간행된 『국사지리』의 서술에서는 이런 관점이 더욱 뚜렷했다.
국사교육의 방법으로는 정신교육, 직관교편물의 이용, 다른 교과와의 연계교육 등을 권장하였다. 국체를 아는 것과 국민으로서 정조를 가지는 것은 국사교육의 양면이었다. 국사학습에서 체험을 통한 국민적 정서의 함양이 강조되었다. 독일 철학자인 딜타이의 이해 논리를 차용한 것도 이를 위한 것이었다.

영어초록

‘Japan and Korea are One’ theory, which was officially declared by Governor-General of Korea in the late 1930s, was the principle of school education as well as the administrative policy. The subject, in which ‘Japan and Korea are One’ theory was well reflected, was history education. This study researched how ‘Japan and Korea are One’ theory was applied to history education during late 1930s and early 1940s from the aspects of national curriculum, history subject matters and teaching-learning strategies.
‘Japan and Korea are One’ theory was the principle that colonial Korean and Japanese were unified with the real meaning of Japanese national body(國體). It was argued to know sacred achievements of Japanese emperors to realize the real meaning of Japanese national body because Japanese imperial family had preserved it. The origin of founding Japanese, great achievements of imperial family and so on were stressed to be main subject matters in history teaching.
National history(Japanese history) teaching was not just knowledge education but spirit education, and ‘Japan and Korea are One’ theory was an argument that Korean and Japanese should internalize one nation people beyond understanding. Understanding and practice were both two elements and integrated one of ‘Japan and Korea are One’. What people should understand was the essential outline of National history(Japanese history), while what practicing was Japanese national body's holy reason.
Any independent Korean history units disappeared in the revised Elementary National History(『初等國史』), and their contents were integrated in Japanese history units. But Korea and Japan relative history was described more in Elementary National History than Primary School National History(『普通學校國史』). Contents on Japan's conquering Korea were decreased, while interchanging and friendly relationship of both countries were increased. Such the trends were strengthened in National History and Geography(『國史地理』) published for a four-year course ordinary elementary school(尋常小學校) children.
Spirit training, the utilization of intuitive teaching aids and the interrelating with other subjects teaching were recommended to teach national history for cultivating nation people to know Japanese national body and to have Japanese spiritual purity. Fostering nation's emotion through reliving historical facts was emphasized in national history learning. Understanding theory argued by Dilthey, German philosopher, was discussed on this purpose.

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