Abstract
Understanding society and its history by examining an individual is an an age-old notion. Life history offers a means of examining history by adopting a reflective attitude and developing a narrative based on ordinary individual experiences. The objective of this study is to propose a method for teaching contemporary history by utilizing life history. This approach is based on the conceptual framework developed by the British educator Gert J.J. Biesta, who explored the concepts of subject-ness, existence, relationship, and grown-up-ness. The framework examines the potential “student subject” as active participants in the educational environment. In pursuit of this objective, Chapter 2 delineates the precise notion of oral life history and, its correlation with post modernist historiography and deliberates on the ramifications of oral life history in history education. This study focused on the concept of Biesta and identified subject-ness, participation in liminal spaces, the experience of historical imagination, and empathy as key principles of history education and teachers’ capabilities. In Chapter 3, I review the 2022 revision of the national secondary curriculum for Korean history and presented 1-4 period lesson plans for contemporary history utilizing oral life histories. Ultimately, I emphasize that these teaching methods and lesson plans provide valuable opportunities for teachers and students to enhance their subject-ness, existence, relationships, and grown-up-ness.
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