역사 구조화를 넘어선 ‘이상형(Ideal Typus)’ 이론의 역사교육적 가능성

Abstract

Objectives This study introduces the ‘Ideal Typus’ theory as a method of structuring history, and examines the historical educational potential of ‘Ideal Typus’ theory that goes beyond structuring and leads to the exploration of individual events.
 Methods This course examines how to structurally explain and understand history, such as concepts, generalizations, and colligations, and introduces ‘Ideal Typus’ theory. The ‘Ideal Typus’ thoery is an image that clearly constitutes the past as the most prominent characteristic of the type of individual event. It is similar to concepts, generalizations, and colligations in that the past is structured, but the ‘Ideal Typus’ theory does not stop there and begins to explore specific individual events based on the structured past. This is a unique characteristic of the ‘Ideal Typus’, and it is worthy of use in history education. Therefore, we will derive the possibilities of the ‘Ideal Typus’ other than the concepts, generalizations, and colligations.
 Results The ‘Ideal Typus’ theory is a way to structure history. However, the ‘Ideal Typus’ theory does not stop at structuring, but leads to exploring the individual events themselves. Exploring the characteristics of individual events is important in relation to the identity of the history subject. Therefore, history education should not be content with generalizing the past, but go on to explore individual events. To do this, a standard framework is needed, and the ‘Ideal Typus’ theory can serve as that framework.
 Conclusions The ‘Ideal Typus’ is a kind of structuring in that it is derived by collecting only the highest degree of commonalities among several individual events. However, it does not stop here, and it is characterized by the fact that learning continues with the exploration of individual events. The structured ‘Ideal Typus’ concepts becomes a frame of reference for exploring specific past events, and inquiry learning is accomplished by comparing this frame with the type of event. In this way, it can be expected that the learner-centered class effect and historical thinking ability will be improved.