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

在国际上关于历史教科书之争的争论背后，人们假设历史中有先验的事实。本研究在围绕历史争论的论战中发现了这种预设下的理论困境。此外，本研究还发现，学生的历史意识并不是从学校课程中获得的，而是从媒介和生活环境中获得的。然后，这项研究认为有必要建立一种对话，将历史定位为一种询问过去而不是过去本身的方法。

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.