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역사교육학회> 역사교육논집> 찰스 2세의 금서정책과 스코틀랜드 언약도

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찰스 2세의 금서정책과 스코틀랜드 언약도

Charles Ⅱ’s Banning Policy of the Anti-governmental Literature and the Responses of the Later Covenanters

신혜선 ( Shin Hye-seon ) , 김중락 ( Kim Joong-lak )
  • : 역사교육학회
  • : 역사교육논집 76권0호
  • : 연속간행물
  • : 2021년 02월
  • : 257-291(35pages)

DOI

10.17999/SOHE.2021.76.08


목차

Ⅰ. 서론
Ⅱ. 찰스 2세와 언약도
Ⅲ. 금서 그리고 분서
Ⅳ. 인쇄전쟁: 탄압의 반동
Ⅴ. 결론

키워드 보기


초록 보기

The aim of this essay is to examine Charles Ⅱ’s banning policy of the anti-governmental literature and the responses of the Covenanters in the late 17th century. Immediately after the Restoration, Charles Ⅱ re-enforced the existing censorship on the anti-monarchical literature which had been widely spread in the period of the and the Cromwellian rule. In Scotland, the main target was the a few books of Covenanters which advocated the resistance theory. mostly written in the first half of the 17th century. Charles Ⅱ regarded the resistance theory as a fatal danger to the authority of the King and the Restoration settlement. During the first three years after the Restoration, the books by Gorge Buchanan, and Samuel Rutherford were banned and burned in the public places, and the printers of those books were harshly executed.
Charles Ⅱ’s policy, however, faced an unexpected result. In order to avoid the persecution, the Covenanters found new printers in Netherlands, and began to write new books which contained the main argument of the early resistance and ‘tyrannicide’ theory. Accordingly, Charles Ⅱ instantly reinforced his banning policy by increasing the number of prohibited books, by widening the range of the writing and publishing activities of the Covenanters, and by strengthening the persecution of the offenders.
Charles Ⅱ’s policy was not successful as the Covenanter writers developed and strengthened their resistance theory which was to disseminate throughout Britain. It is difficult to say what the exact point of influence of the resistance theory developed by the Covenanters on the Glorious Revolution. Yet, it is more than clear that their theory of resistance was widely used to justify the Glorious Revolution.

UCI(KEPA)

간행물정보

  • : 인문과학분야  > 한국사
  • : KCI등재
  • :
  • : 연3회
  • : 1225-0775
  • :
  • : 학술지
  • : 연속간행물
  • : 1980-2021
  • : 786


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1역사과 국가교육과정 내용구성 쟁점의 비판적 검토

저자 : 김한종 ( Kim Han-jong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 3-38 (36 pages)

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The purpose of this study is to critically research the issues for revising national history curriculum. As the result, it was intended to gain implications on what issues should be discussed for efficient history classroom. To this end, this study analyzed the nature of the controversial issues and the main contents of the discussion during the revision of the curriculum, focusing on the 2015 history curriculum.
This study analyzed three issues such as general principles in the national curriculum's to history curriculum, the systematization of history curriculum based on school grade, and constructing world history subject matters. These are main issues that were mentioned whenever the national education process was revised.
The principles of syllabi proposed by the general principle of national curriculum do not have specific subjects in mind, and are often not appropriate for historical education. Nevertheless, it is necessary to critically understand principles of syllabi presented in the general discussion, and analyze how to apply it in other countries.
The most serious problem in discussing the systematization of historical course is that it focuses on differentiating historical subject matters by school level, and it is to divide the aspects and topics into units based on easy and difficult. In order to systematize, the syllabi should be organized from what perspective to approach historical facts rather than what contents to involve. It is necessary to organize contents that can be reconstructed according to historical interpretation, and to organize topics centered on historical main ideas, historical interests, and historical issues.
The subject matters of world history has been based on how to create an easy and interesting world history to attract students' attention. However, this kind of discussion did not reflect the nature of history learning, nor did it increase students' choice of world history subject. The subject matters of world history should be selected and organized from the perspective of meaningful historical knowledge to students.

2공감하고 실천하는 민주시민을 기르는 역사수업 - '정서적 감정이입(affective empathy)'을 적용한 수업 방안 모색 -

저자 : 임지현 ( Lim Ji-hyun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 39-86 (48 pages)

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Recently, the newly perceived historical consciousness is related to the students' proper awareness of the historical facts of the past and their interest in the historical issues that have led to the present, and to foster the power to make the better future history on their own. Also, it is to have a citizen's consciousness to make a right decision on a given problem and to practice it at the same time, and to cultivate such a democratic citizen's historical consciousness may be a purpose of history education.
involves students' interest in the historical issues that have led to the present, while fully aware of the historical facts of the past, and furthermore, I will develop the power to make the better future history on their own.
Meanwhile, Barton and Levstik, who emphasized democratic citizenship education in that history education should contribute to promoting common good and participatory democracy, insisted that historical empathy is a useful principle of instruction for cultivating citizenship. In particular, criticizing the emphasis on only cognitive inquiry, they suggested that affective factors such as empathy and identification should be actively combined into historical empathy. Barton and Levstik's views have been developed by researchers at local and abroad into the discussion of the re-conceptualization to properly combine historical empathy with the cognitive inquiry processes and affective elements. It is clear that these discussions are possible logic when integrating concepts based on the studies of scholars and teaching strategies of teachers.
In addition to the discussion of re-conceptualization of historical empathy and analysis of class cases using sympathy and emotion, this study specifically designed a teaching plan based on the hypothesis that historical empathy applying affective dimension can greatly contribute to the growth of students as democratic citizens, and tried to find the possibility. At the same time, through the class, this study tried finding that Barton and Levstik's 'affective empathy' called 'caring' embodies the driving force that students lead the knowledge and consciousness of history learned in classes to the practice of action as the core of the civic competency.
In conclusion, historical empathy should be conceptualized as the principle of instruction that combines both tools of cognitive inquiry and affective elements. Especially, the application of 'affective empathy' called 'caring' is a factor that exerts more aggressive sympathy among students, and it could be used as a key teaching principle of democratic civic education in that it plays a role in promoting interest in the 'common good' such as human rights, peace, and coexistence.

3<역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 - '창의적인 역사수업'을 중심으로-

저자 : 정광필 ( Jung Kwang-pil ) , 박현숙 ( Park Hyun-sook )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 87-124 (38 pages)

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This study considers the educational experience of preservice history teachers by the example of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” managed under the theme of 'Creative Teaching and Learning in History Class.' In particular, qualitative research was conducted through class observation and in-depth interviews related to this research issue; 'What is difficult for preservice history teachers in the process of implementing 'Creative Teaching and Learning in History Class'?
The results and discussions are as follows. First, preservice history teachers deliberated on to build up their viewpoint on history education in the process of implementng 'Creative Teaching and Learning in History Class.' Also, they realized the importance of knowledge on historical content and the difficulty of reconstructing knowledge into pedagogical contents. Meanwhile, they also longed for field experience of the actual classroom. Above all, preservice history teachers, who had doubted their own “creativity” before the microteaching, had practical concerns on implementing good quality history classes after the microteaching. In other words, experiencing implemention of 'Creative Teaching and Learning in History Class' served as an opportunity to the preservice history teachers reflecting their expertise as history teachers.
The results and discussions of this study cannot be generalized in terms of the case study. Nevertheless, the results of this study pose a need for developing programs to foster expertise of history teachers in the course of history teacher education. Overall, we hope that this study will contribute to the improvement of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” and come up with the idea of fostering teacher expertise in the process of education on history teachers.

4학교 밖 역사교육을 위한 박물관 교육프로그램 다시 보기 - 대구교육박물관의 1일 현장체험학습을 중심으로 -

저자 : 유득순 ( You Deuk-soon )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 125-163 (39 pages)

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This study has started from two interests: an interest in museums where educate public history, and an interest in whether educational programs by public institutions with a big budget are operated appropriately for the educational purpose.
One-day field study of the Daegu Museum of Education (hereinafter referred to as “field study”) targets elementary and middle school students. The field study is required to ensure high quality of education and publicness. It is because the field study is linked to extracurricular activities at schools with annually about 10,000 student participants and a large scale of investment in budget and manpower. In order to confirm the educational effectiveness of the field trip, this study has researched the actual operation and analyzed problems of the filed study from 2018 to 2019 by focusing on the operation plan review and satisfaction survey result.
As a result, the following problems have been confirmed. First, the field trip seems to be lack of sufficient consideration in the process of targeting participants and designing the program. Second, the program content may be inadequate to meet the education goals and themes. The program composition can be insufficient for the intended subject. Third, the linkage with school education seems not to be properly maintained.
In order to improve these aspects, the followings are proposed: First, it is suggested to readjust the education target of the field trip. Considering the exhibition contents and curriculum in the museum, it would be more appropriate to range in the participant between the sixth grade of elementary school and the third grade of middle school. Second, the contents and composition of the museum program should be reorganized to fully utilize the exhibition materials and to strengthen hands-on experience. In other words, students should be given more chances to involve themselves in research activities of the museum exhibition and to learn from the direct engagement. Third, it is also required to strengthen the linkage with extracurricular activities at schools. There should be proper interaction between the museum and schools so as to develop both pre-activities and review session at school.
Based on the above, this study would propose a new alternative program in order for the Daegu Museum of Education to secure its identity as a public museum and to attain the purpose of student education.

5논쟁 형태 선다형 역사 문항의 분석과 문항 개발의 방향

저자 : 최현우 ( Choi Hyun-woo )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 165-197 (33 pages)

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This paper selected and analyzed debate-style multiple-choice questions on the Korean history, East Asian history and World History subjects of the College Scholastic Ability Test(including mock test) and the National academic evaluation for high school seniors from 2013 to 2020.
The number of debate-style questions is rare. Debate-style questions are divided into cases in which people in the past argue about the facts persons etc of that period, and cases in which people in the present argue about the facts persons etc of the past, depending on the timepoint of the person participating in the debate. There are more cases of the latter.
Debate-style questions may be typified in various ways depending on the intention of the question making. In order to maximize the historical educational effects through debate-style questions, it is necessary to question the persons, organizations, and events that most students take for granted.
Debate-style history classes are not held in many schools due to teachers' abilities, school and student circumstances. Under these situation, debate-style questions of the nationwide history test provide many students with a variety of opinions at that time and today, providing an opportunity to expand their awareness of 'historical' events and persons. This allows students to question past events that appear to have taken place 'without controversy' and historical descriptions that appear to have been 'agreed.'

6교실 역사 수업에서 감정이입 학습을 위한 제언 -자료 수집과 관점의 변화를 중심으로-

저자 : 윤정근 ( Yun Jeong-geun ) , 주웅영 ( Joo Woong-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 199-232 (34 pages)

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Prerequisites of Past perspectives recognition activities is belong to cognitive empathy. This paper focuses on the motivic aspects of the historical empathy activities presented primarily in the final stages of the preceding study of historical empathy. In other words, these activities are a field researched by real historians and thus should be studied through a process of history inqury
Also, we should contemplate the use of the term “change of perspective”, because this implies that there has been change. It is a difficult task to fully understand, empathize with, and accurately perceive historical behaviors because the student studying the events have not experienced them directly. However, if we are able to understand this proposition we will be able to change how we study and think about these events. The level of historical empathy presented so far is at the level at which historical events originated from ignorance of the past, to account for differences between the present and the past, or to conclude by contexting contemporary and spatial elements of the time. The higher the level, the more important it will be to acquire historical knowledge such as past social background. It must be a challenge for students to grasp the perspective of past people in a broader context.

7평가어(appraisal system)를 활용한 초등 사회과 교과서 서술 분석 - 대몽항쟁을 중심으로 -

저자 : 이해영 ( Lee Hae-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 233-256 (24 pages)

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Textbooks still serve as important teaching materials. It emphasizes that the interpretation of recent history varies depending on the viewpoint, and speaks of changes in textbooks as an inquiry textbook, but still conveys a single voice. The textbook author describes the interpretation of history to appear as an objective fact.
In order to preserve the direction of history education that emphasizes the recent controversial nature, textbook descriptions must be changed. To understand the controversial nature of history, students must first grasp history interpretation. Students should assess what the author's purpose or intent is to understand that textbooks are not an absolute repository of knowledge.
For this, appraisal system can be used. By using the appraisal system well, it is possible to find out what major narratives are presented by textbook authors. This tells us which actors disappear from the textbook description and which ones are chosen. In addition, it helps to understand not only the intention of the author but also the actions of past actors microscopically and to understand the relationship between actors.
This study explores the possibility of providing students with the experience of critically dismantling textbooks. If students can critically look at textbooks after training to dismantle textbooks using appraisal system, this can also be one of the ways to explore history.

8찰스 2세의 금서정책과 스코틀랜드 언약도

저자 : 신혜선 ( Shin Hye-seon ) , 김중락 ( Kim Joong-lak )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 257-291 (35 pages)

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The aim of this essay is to examine Charles Ⅱ's banning policy of the anti-governmental literature and the responses of the Covenanters in the late 17th century. Immediately after the Restoration, Charles Ⅱ re-enforced the existing censorship on the anti-monarchical literature which had been widely spread in the period of the and the Cromwellian rule. In Scotland, the main target was the a few books of Covenanters which advocated the resistance theory. mostly written in the first half of the 17th century. Charles Ⅱ regarded the resistance theory as a fatal danger to the authority of the King and the Restoration settlement. During the first three years after the Restoration, the books by Gorge Buchanan, and Samuel Rutherford were banned and burned in the public places, and the printers of those books were harshly executed.
Charles Ⅱ's policy, however, faced an unexpected result. In order to avoid the persecution, the Covenanters found new printers in Netherlands, and began to write new books which contained the main argument of the early resistance and 'tyrannicide' theory. Accordingly, Charles Ⅱ instantly reinforced his banning policy by increasing the number of prohibited books, by widening the range of the writing and publishing activities of the Covenanters, and by strengthening the persecution of the offenders.
Charles Ⅱ's policy was not successful as the Covenanter writers developed and strengthened their resistance theory which was to disseminate throughout Britain. It is difficult to say what the exact point of influence of the resistance theory developed by the Covenanters on the Glorious Revolution. Yet, it is more than clear that their theory of resistance was widely used to justify the Glorious Revolution.

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