세계사에서 역사교육의 방향 모색 (한국사 이론 모델의 구축과 활용)

김백철

조선시대사전공.서울대학교국사학과문학박사.계명대학교사학과교수.
주요저서:〈조선후기영조의탕평정치〉(2010),〈두얼굴의영조〉(2014),〈법치국가조선의탄생〉(2016),〈탕평시대법치주의유산〉(2016),〈왕정의조건〉(2021),〈17세기군주와신하의소통방식〉(2023),〈정조의군주상〉(2023),〈사법품보가
그린왕정과인간〉(2023)등을저술하였다.

머리말·5

서론:역사교육의체계화방향··············13

제1부세계사와한국사비교모델·17
1장[한국사]오래된미래교과서:안확의⏉조선문명사⏊··19
1.사관(史觀)의대전환:역사주체회복·········19
1)한말(韓末)타자의시선으로편찬된통사(通史)출현···20
2)일제강점기우리시각의학문주도권회복시도····22
2.고사(古史:고대-고려)의통사체계화:동서비교사도입··26
1)태고(太古):역사의시공간확장············26
2)상고(上古):단군조선의역사화············28
3)중고(中古:삼국-남북조)···············30
4)근고(近古:고려)··················32
3.근세(近世:조선)입헌군주제의희구(希求):망국론을넘어서33
1)군주독재의재검토··················33
2)자치제전통의모색·················38

2장[조선시대사]14-18세기동서공시성의재검토····45
1.문제의제기·····················45
1)내재적발전론의과제················45
2)조선은‘근세’사회인가?···············51
2.세계사속의조선··················54
1)동서의이상국가모색················54
2)계몽주의시대‘동양’인식···············62
3.조선과명·청의사회변동··············69
1)국가체제의재구축과균열··············69
2)사회변동기위기의식과대경장(大更張)········74

3장[현대사]한류의대두와역사적배경·········80
1.한류의출발점····················80
2.세계와동양의시선변화···············87
1)동서교류와한류···················87
2)제국주의유산····················91
3.동시대한류의대응방식···············96
1)국가이미지의재탄생················96
2)변화의원동력····················99

제2부조선시대이론모델의모색·109
4장[사상사]유교적이상국가만들기··········111
1.변화:새로운체제의모색·············111
2.신성한군주상의계승················115
3.서주(西周)국가의재현···············122
1)육조(六曹)의이칭(異稱)···············122
2)팔도관찰사의이칭················129
3)종국(宗國)의등장·················134
4.요순의재인식···················137
1)탕평군주의요순화(堯舜化)·············137
2)세도정치기허위(虛僞)의수사(修辭)·········140

5장[경제사]재정개혁모델의모색:대동ㆍ균역의성격··144
1.경제구조의전환배경················144
1)전세의표준화···················146
2)신역(身役)의금납화(金納化)·············148
3)공물(貢物)의방납(防納)···············151
2.대동의파급력···················152
1)토지기준·····················152
2)중앙재정·····················154
3)환곡(還穀)재원··················155
4)화폐유통·····················156
3.균역을향한길··················160
1)양역변통론····················160
2)진휼재원과총예산················162
3)균역순문(均役詢問)·················164
4.경장(更張)의여파·················168

6장[인물사]탕평관료의중층적성격:박문수의정계활동173
1.두개의정체성··················174
1)출사(出仕)과정··················174
2)탕평과당인····················179
2.경세관료의면모··················186
1)군정(軍政)장관과군제정비·············186
2)진휼과재정개혁·················191
3.청류(淸流)를꿈꾼훈신···············203
1)신료들과마찰···················203
2)국왕의직신(直臣)·················206

결론························217
미주·226
참고문헌·286
출전·333
찾아보기·334

세계사에서우리는과연누구인가?

이책은18세기조선왕정이지닌세계사적위치는어디쯤일까하는의문에서시작되었다.이에조선시대에중국과유럽그리고조선의변화과정을사상사와경제사의두축을통해서공시성과통시성을조명하였다.
이과정에서,
■도식적인인식체계에서벗어나입체적인담론위주의접근을시도한다든가,
■자연과학과접목하여기후학의시선에서역사를재조명한다든가,
■지리학과연계하여공간을중심으로재구성한다든가,
■비교사적관점에서세계사와한국사를상호검토한다든가,
■세계시민의식을바탕으로하는역사인식을제안한다든가하는방식으로,
최소한우리의관점에서국내현실을반영하여이론적토대를구축하려는노력이다방면에서이루어진것을확인하였다.

이를통해안확(安廓)이후학에게남긴과제는아주무겁게다가왔다.그는많은독립운동가가겪었던근대학문체계의미비점을극복해야했고,동시에친일파처럼일본의근대성에경도되어우리의시선을잃지않으려고노력하였다.역사의주체의식을회복하고,세계사적시각의논의를주도하며,독자적이론틀을만들고자노력하였다.그가남긴거시적안목은전지구사적관점을필요로하는오늘날그가치가더욱커지고있다고여겨졌다.

문화교류로서의한류

현재적관점에서역사를조망할수있는가라는물음은,역사전공자에게가장어려운질문이다.객관성담보를위해서사료와일정한물리적거리가필요하다고생각하는경우가일반적이므로자신이속한세상에대한평가를내리기는더욱어렵다.그럼에도한국의문화가세계에가장영향력을크게미치고있는이시대에대한성격규정을하지않을수없으므로불가피하게역사적연원과현재적가치의발현과정을살펴보았다.그가운데서도한류는동남아각국과중국,대만,일본,몽골등아시아를넘어서이슬람문화권과러시아어문화권,그리고라틴문화권,나아가유럽과캐나나,미국등지에이르기까지광범위하게확산되고있다.역사상우리나라와세계의교류는이전에도없지않았다.세계와한국문화의교류는역사상지속적으로나타나고있으며,이것이최근에는‘한류’라는이름으로보다넓은지역에서새로이대두하였을뿐이다.이는비단일시적인유행으로만보기어려우며,오히려세계체제의변화에주목해볼필요가있다.

냉전이데올로기하에서분단체제를유지하고있는한국은,대외적으로동구권의몰락과공산체제의붕괴과정을겪던시기에대내적으로는정치민주화가진행되고있었다.이를통해서한국은세계와연결고리가비로소복원되었다.북방외교가성사되었으며해외여행의자유가주어졌다.정치적민주화는문화적교류의증대를가져왔으며,국수주의적이고편협한세계관을빠르게변화시켰다.검열과이데올로기에종속되었던문화산업은이제바야흐로상상력의제약을받지않을수있었다.따라서한류는외국의일방적짝사랑이아니라,세계환경의변화과정에서한국이자문화중심주의나편협한민족주의의식을극복하고타문화에개방성을현저히확장하여서세계와한국이서로이해의공감대를만들어가면서이루어진측면이더욱크다하겠다.