History Curriculum for Building Tolerance : Inquiry into International Debates on History Textbook Controversies

​本研究在围绕历史争议的辩论中确定了这种前提下的理论困境。此外，本研究发现学生历史意识的形成并非来自学校课程，而是来自媒体和生活环境。接下来，本研究认为有必要建立一种对话，将历史定位为一种探究过去的方法，而不是过去本身。

Behind international debates on history textbook controversies, it is assumed that there is transcendental facts in history. This study identifies theoretical dilemma within such presupposition on the debates around historical controversies. Furthermore, this study identifies students' attained their historical consciousness not so much from school curriculum but rather from media and their life environment. This study then argues for the need for the building of a dialogue that positions history as a method to inquire the past rather than the past itself.