역사를 왜, 어떻게 배워야 하는가? - 근대 초 영국의 교육담론 분석 - (Why, and How to Learn History? - Educational Treatises of Early Modern England -)

서지정보

· 발행기관 : 영국사학회
· 수록지 정보 : 영국연구 / 21호 / 27 ~ 54페이지
· 저자명 : 설혜심

초록

‘역사란 무엇에 쓰는 것인가?’ 본 논문은 오래 전 마르크 블로크가 던졌던 이 질문에 대한 현재적 시점의 답변을 모색한다. 이를 위해 역사가 어떤 효용성을 주장하며 언제부터 일반적 교육과정에 진입했는가를 추적한다. 역사교육이 태동한 16세기부터 학과제도가 나타나기 전인 18세기 말까지 영국에서 역사교육은 휴머니즘적 커리큘럼을 기초로 삼아 사교육과 대학의 개인지도 시스템 등을 통해 이루어졌다. 이 시기의 대표적인 교육서 13권을 분석한 결과 역사의 효용성으로는 인간에게 기쁨을 준다는 사실, 과거의 교훈을 통해 지침을 제공한다는 특성과 엘리트가 갖추어야 할 지식이라는 계층적 요소가 설파되었음이 드러난다. 이 당시 역사교육은 비판적 역사학의 성격도 담지하고 있었으며 연대기 및 지리학과 연계해서 이루어지도록 권고되었다. 또한 역사교육에 적합한 연령 및 커리큘럼에 대해서도 일종의 원칙이 제시되고 있었다. 이 글은 근대 초 영국에서 역사가 질병을 치료할 수 있다는 주장을 포함해서 역사의 효용성과 학습방법에 대한 풍부한 담론이 존재했음을 밝혀냈다는 의미가 있다.

영어초록

What is the good of learning history? This article seeks the answer of this long standing question that Marc Bloch had asked almost 70 years ago. The inquiry demands us to go back to the beginning phase of history education. The emergence of history education, however, has been remained somehow a blurry field located between two disciplines, history and education. To grasp the condition of history education in this early stage, I analyze 13 major educational treatises that appeared in England from the 16th century to the 18th century.
History education was a product of Renaissance Humanism. During the 15th century, many humanist scholars in Italy initiated so-called ‘the educational revolution’ which set the basic format of modern education. New discipline of Studia Humanitatis came to include history along with grammar, eloquence, moral philosophy, and poetry. Under the influence of Renaissance Humanism, England began to adopt the new educational discipline from the 16th century. Due to the rigid conventionalism of the educational institutions, however, new curriculum was exercised in the sphere of private education and through the tutorial system of universities.
The educational treatises of the early modern England claim that nothing teaches, so nothing delights more than history. They argue that learning of this pleasant subject could even cure illness. Also, history is seen as the most profitable study because it instructs people in matters moral, political, and military, in which one could settle their judgement. Although the study of history is beneficial to all sorts of people, it is counted as the chiefest study of young nobleman. New elite who were born or aspired to place in society must know history for their consequent duty of social service.
Chronology and geography were supposed to assist to the study of history. Students were recommended to be acquainted with the several historical epochs, but the most important historical period to study was the Latin history. To read Roman history involved the necessity of a first hand study of Livy. Greek history mostly meant Thucydides, Xenophon, or Plutarch. Studying his own country’s history was also emphasized. The benefits of learning history in early modern period, which was portrayed in this article, include a kind of ‘Humanities Therapy’ that claims to cure of physical disease, not merely psychological indispositions.

참고자료

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