How to read history
 |
Description
Book Introduction
Understanding the concept and the charm of history
"How to Read History" has two goals that can be expressed in different ways.
One is to convey the charm of history, and the other is to convey historical terms and concepts more clearly and concretely.
The author argues that if we break free from memorization of information and encounter and communicate with the unfamiliar past through diverse sources, if we reflect on the present and look to the future through the past, we will realize that the two tasks are not on separate paths.
Clarifying a concept means being able to explain it in your own words and expressions.
To understand the unfamiliar language and concepts projected into human life in the past, we constantly ask questions.
The author, who teaches history to prospective teachers at Gwangju National University of Education, poses the question, “Draw the territory of Gojoseon,” to his students in class, and continues with questions like, “What is the border?” and “Can the concept of territory based on the modern concept of the state be applied to the history of Gojoseon?”
Questions appear throughout the book.
“In history, there is a discussion about ‘irreversibility,’ which means ‘there is no going back.’
Then, wouldn’t the ‘fascism’ and ‘Holocaust’ of the early 20th century be repeated again?”
“5.
The cause of 18 is 5.
17th, 12th.
12th? Or 10th.
26? Or was it Park Chung-hee's Yushin dictatorship in the 1970s? "If Kim Jae-gyu hadn't killed Park Chung-hee, it would have been Chun Doo-hwan's coup and the 5.
“Wouldn’t there have been 18?”
I propose that we read people, events, and times more richly through these 'historical ifs' and 'historical re-experiences.'
In other words, we must read the times through historical imagination and revisit the 'cause and effect of historical events' and the 'relationship between chance and necessity' to firmly make the concepts our own.
"How to Read History" has two goals that can be expressed in different ways.
One is to convey the charm of history, and the other is to convey historical terms and concepts more clearly and concretely.
The author argues that if we break free from memorization of information and encounter and communicate with the unfamiliar past through diverse sources, if we reflect on the present and look to the future through the past, we will realize that the two tasks are not on separate paths.
Clarifying a concept means being able to explain it in your own words and expressions.
To understand the unfamiliar language and concepts projected into human life in the past, we constantly ask questions.
The author, who teaches history to prospective teachers at Gwangju National University of Education, poses the question, “Draw the territory of Gojoseon,” to his students in class, and continues with questions like, “What is the border?” and “Can the concept of territory based on the modern concept of the state be applied to the history of Gojoseon?”
Questions appear throughout the book.
“In history, there is a discussion about ‘irreversibility,’ which means ‘there is no going back.’
Then, wouldn’t the ‘fascism’ and ‘Holocaust’ of the early 20th century be repeated again?”
“5.
The cause of 18 is 5.
17th, 12th.
12th? Or 10th.
26? Or was it Park Chung-hee's Yushin dictatorship in the 1970s? "If Kim Jae-gyu hadn't killed Park Chung-hee, it would have been Chun Doo-hwan's coup and the 5.
“Wouldn’t there have been 18?”
I propose that we read people, events, and times more richly through these 'historical ifs' and 'historical re-experiences.'
In other words, we must read the times through historical imagination and revisit the 'cause and effect of historical events' and the 'relationship between chance and necessity' to firmly make the concepts our own.
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Preview
index
Chapter 1: Origins and Temporality
Curiosity about origins / Re-examining past times / New interpretations of the past / The 'irreversibility' of history
Anachronism and time delay
Chapter 2: Historical Context
Anachronism and Territorial Nationalism / Reading Traditional Era and the Era / Reading Modern and Contemporary Era and the Era
Reading the Sense of Time and Context / Reading the Context of Value and Exchange Value
Deeply Reading Space and Time through Literature / Political Choices and Context
Chapter 3: Dividing the Period
Community Time and Individual Time / Distinction between Historians and Periods / Modernity and the Compression of Time
Japanese colonial rule and the wartime system / The era of division and transition / Generational theory and the coexistence of the times
Chapter 4: Selection of Feed
Historical sources and historical imagination / Interpretation of literary works and paintings / Interpretation of photographic materials
Hidden images and data
Chapter 5: Use of Feed
Familiar and unfamiliar sources / Scope and selection of sources / Use of images / Translation and editing of original texts
Translation and interpretation of concepts / The evolution of literature / Text analysis and censorship
Chapter 6: Narrative of History
The historian's objectivity / The historian's interpretation of the past / The historian's research topic / The Donghak Peasant Revolution's sense of solidarity
The Righteous Army of the Late Joseon Dynasty and Ahn Jung-geun's Righteous Deed / Historical Narrative and Terminology / Understanding Mongolia through Genghis Khan
The role and choices of historians
Chapter 7: Chance and Necessity
Cause and effect of historical events / The composition of chains of causality / The relationship between chance and necessity
The Righteous Deeds of Ahn Jung-geun and Lee Jae-myeong, and Kim San / Reconstructing the Gwangju Student Movement / Particularity and Universality
Chapter 8: Whose Perspective?
Various interpretations and perspectives / Various perspectives based on perspectives / Male and female perspectives
The Composition of National History and National Culture / The Perspectives of the People and the Masses / Establishing the Historian's Perspective
Chapter 9: Character Evaluation
The Emergence of Great Men and the Composition of Biographies / The Lives and Turning Points of Great Men / Wang Geon's Political Inclusiveness
The Historical Role of King Taejong Yi Bang-won / Heungseon Daewongun, the "Unbreakable" Prince
The death of obedience and 6.
10 Manse Movement / The world's evaluation and memory of the person
Balancing Character Success and Failure / Character Evaluation
Chapter 10 Favorite Characters
Jeon Tae-il, 22, whom I met at age 20 / Shin Chae-ho's choice at the crossroads / Ahn Chang-ho, who prioritized action
Big Wave Bang Jeong-hwan / The Wind of the Sea Sim Hun / The Taiping Heavenly Kingdom Movement's Sudaka and Confucius's disciple Zilu
Lee Gwan-sul, the second-in-command without a sense of authority / Memories of historical figures
Chapter 11: History Education and Imagination
History Classes and Re-Experiences / History Education and History Textbooks / Conflicting Histories of Imperialism and Colonialism
Liberal Arts History and History Exam Preparation / Joseon Art and Yanagi Muneyoshi / Stories of the "Sehando" and Related Figures
The pros and cons of popularizing history
Chapter 12: The Presentness of History
Historical Lessons on War / Imperialism's Orientalism / Reinterpretation of Space and Spectacle
Love for Place / History of Others and Communication with Others / Wisdom and Lessons from History
Studying History and Demythologizing
Curiosity about origins / Re-examining past times / New interpretations of the past / The 'irreversibility' of history
Anachronism and time delay
Chapter 2: Historical Context
Anachronism and Territorial Nationalism / Reading Traditional Era and the Era / Reading Modern and Contemporary Era and the Era
Reading the Sense of Time and Context / Reading the Context of Value and Exchange Value
Deeply Reading Space and Time through Literature / Political Choices and Context
Chapter 3: Dividing the Period
Community Time and Individual Time / Distinction between Historians and Periods / Modernity and the Compression of Time
Japanese colonial rule and the wartime system / The era of division and transition / Generational theory and the coexistence of the times
Chapter 4: Selection of Feed
Historical sources and historical imagination / Interpretation of literary works and paintings / Interpretation of photographic materials
Hidden images and data
Chapter 5: Use of Feed
Familiar and unfamiliar sources / Scope and selection of sources / Use of images / Translation and editing of original texts
Translation and interpretation of concepts / The evolution of literature / Text analysis and censorship
Chapter 6: Narrative of History
The historian's objectivity / The historian's interpretation of the past / The historian's research topic / The Donghak Peasant Revolution's sense of solidarity
The Righteous Army of the Late Joseon Dynasty and Ahn Jung-geun's Righteous Deed / Historical Narrative and Terminology / Understanding Mongolia through Genghis Khan
The role and choices of historians
Chapter 7: Chance and Necessity
Cause and effect of historical events / The composition of chains of causality / The relationship between chance and necessity
The Righteous Deeds of Ahn Jung-geun and Lee Jae-myeong, and Kim San / Reconstructing the Gwangju Student Movement / Particularity and Universality
Chapter 8: Whose Perspective?
Various interpretations and perspectives / Various perspectives based on perspectives / Male and female perspectives
The Composition of National History and National Culture / The Perspectives of the People and the Masses / Establishing the Historian's Perspective
Chapter 9: Character Evaluation
The Emergence of Great Men and the Composition of Biographies / The Lives and Turning Points of Great Men / Wang Geon's Political Inclusiveness
The Historical Role of King Taejong Yi Bang-won / Heungseon Daewongun, the "Unbreakable" Prince
The death of obedience and 6.
10 Manse Movement / The world's evaluation and memory of the person
Balancing Character Success and Failure / Character Evaluation
Chapter 10 Favorite Characters
Jeon Tae-il, 22, whom I met at age 20 / Shin Chae-ho's choice at the crossroads / Ahn Chang-ho, who prioritized action
Big Wave Bang Jeong-hwan / The Wind of the Sea Sim Hun / The Taiping Heavenly Kingdom Movement's Sudaka and Confucius's disciple Zilu
Lee Gwan-sul, the second-in-command without a sense of authority / Memories of historical figures
Chapter 11: History Education and Imagination
History Classes and Re-Experiences / History Education and History Textbooks / Conflicting Histories of Imperialism and Colonialism
Liberal Arts History and History Exam Preparation / Joseon Art and Yanagi Muneyoshi / Stories of the "Sehando" and Related Figures
The pros and cons of popularizing history
Chapter 12: The Presentness of History
Historical Lessons on War / Imperialism's Orientalism / Reinterpretation of Space and Spectacle
Love for Place / History of Others and Communication with Others / Wisdom and Lessons from History
Studying History and Demythologizing
Into the book
“There is no need to memorize information that can be verified like this.
So, you don't have to be too conscious of who or what is the first or the oldest.
“The significance of historical events and figures lies in the existence of a story that satisfies curiosity, even if it is not the first.”
--- p.22
“There is a time perception called ‘after the so-called ‘Gimi’.
The year of the rabbit is 3.
1 Refers to 1919, the year when the movement took place.
Accordingly, Koreans used expressions such as “I went to study in Japan after Gimi” and “I bought a house before Gimi.”
“The way people who lived in that era remembered time was not 1917, 1918, 1919, etc., but ‘Gimi.’”
--- p.90
“For example, in the 1910s, the Gongju Military Police Headquarters and the South Chungcheong Provincial Police Agency detected and recorded conversations that took place in taverns in Gongju, South Chungcheong Province, and even recorded graffiti in restrooms.
The most common and common graffiti was 'Lee Wan-yong Restaurant'.
The bathroom is compared to a restaurant.
Through the above discussion, I was able to confirm the existence of cracks in Japanese rule and set the task of finding these ‘tensions.’
--- p.112
“Based on these popular beliefs and Donghak, the peasant class carried out various practical activities dreaming of a new world.
From the perspective of the ruling class, these actions were a ‘chaos’ that threw the world into chaos, but from the perspective of the people, including the farmers, it was a ‘war’ and a ‘revolution.’”
--- p.161
“In the writing of history, the choice of descriptive terms is very important.
When I was studying the formation and activities of the anti-Japanese group Shinganhoe during the Japanese colonial period in the 1980s, I remember encountering the expression "dissolved" in an unfamiliar way.
… In relation to the activities of the New People's Association at the time, the explanation that "dissolution" meant disbanding the organization, but "dissolution" meant ending with the premise of new changes or reorganization was impressive.
And since then, whenever I explain the new publication, I have used the expression ‘it has been dissolved.’”
--- p.171
“History is the study of what has already happened, so we know the results of past events.
The Donghak Peasant Revolution failed, and 5.
The 16th coup was 'successful' and the June Struggle was successful.
Success and failure can vary depending on interpretation.
… 5.
In the case of 16, it is true that they took power, even though they do not want to admit it, so it is called a 'success'.
In any case, it is not the case that we act with the certainty of success on the site of history.
It is a movement based on the premise of possibility and belief.
Anxiety can only be overcome through solidarity.
Therefore, in history, the question of success or failure is meaningless.”
--- p.191~192
“Historical writing based on partisanship is also a process of seeking popular agreement from readers.
At the extreme end is ‘nationalism.’
… ‘Nationalism’ is most prominently displayed in comparisons of military power between countries, and the logic is mainly developed by assuming a war with neighboring countries such as Japan, China, and North Korea and claiming that ‘we’ would win in that case.
“It is very dangerous.”
--- p.229
“When composing world history textbooks, it is important to keep in mind that there are differences in content between countries that have experienced empires and those that have not, or countries that have experienced colonies.”
--- p.309
“If we are to resolve relations from confrontation to peace, from conflict to coexistence, we must draw upon historical experience.
Don't complain that we don't provide the correct answer.
“It’s enough to just help you figure out the best option among many possibilities.”
--- p.345
“What should I think deeply about as a historian? … I always try to live by the words of American sociologist Barrington Moore.
Barrington Moore argued that “for all students of human society, sympathy for the victims of the historical process and skepticism about the victors’ claims are indispensable shields that protect them from being deceived by the prevailing myths.”
…in particular, the victor's claim takes the form of an infallible 'myth'.
“We must break free from myths.”
So, you don't have to be too conscious of who or what is the first or the oldest.
“The significance of historical events and figures lies in the existence of a story that satisfies curiosity, even if it is not the first.”
--- p.22
“There is a time perception called ‘after the so-called ‘Gimi’.
The year of the rabbit is 3.
1 Refers to 1919, the year when the movement took place.
Accordingly, Koreans used expressions such as “I went to study in Japan after Gimi” and “I bought a house before Gimi.”
“The way people who lived in that era remembered time was not 1917, 1918, 1919, etc., but ‘Gimi.’”
--- p.90
“For example, in the 1910s, the Gongju Military Police Headquarters and the South Chungcheong Provincial Police Agency detected and recorded conversations that took place in taverns in Gongju, South Chungcheong Province, and even recorded graffiti in restrooms.
The most common and common graffiti was 'Lee Wan-yong Restaurant'.
The bathroom is compared to a restaurant.
Through the above discussion, I was able to confirm the existence of cracks in Japanese rule and set the task of finding these ‘tensions.’
--- p.112
“Based on these popular beliefs and Donghak, the peasant class carried out various practical activities dreaming of a new world.
From the perspective of the ruling class, these actions were a ‘chaos’ that threw the world into chaos, but from the perspective of the people, including the farmers, it was a ‘war’ and a ‘revolution.’”
--- p.161
“In the writing of history, the choice of descriptive terms is very important.
When I was studying the formation and activities of the anti-Japanese group Shinganhoe during the Japanese colonial period in the 1980s, I remember encountering the expression "dissolved" in an unfamiliar way.
… In relation to the activities of the New People's Association at the time, the explanation that "dissolution" meant disbanding the organization, but "dissolution" meant ending with the premise of new changes or reorganization was impressive.
And since then, whenever I explain the new publication, I have used the expression ‘it has been dissolved.’”
--- p.171
“History is the study of what has already happened, so we know the results of past events.
The Donghak Peasant Revolution failed, and 5.
The 16th coup was 'successful' and the June Struggle was successful.
Success and failure can vary depending on interpretation.
… 5.
In the case of 16, it is true that they took power, even though they do not want to admit it, so it is called a 'success'.
In any case, it is not the case that we act with the certainty of success on the site of history.
It is a movement based on the premise of possibility and belief.
Anxiety can only be overcome through solidarity.
Therefore, in history, the question of success or failure is meaningless.”
--- p.191~192
“Historical writing based on partisanship is also a process of seeking popular agreement from readers.
At the extreme end is ‘nationalism.’
… ‘Nationalism’ is most prominently displayed in comparisons of military power between countries, and the logic is mainly developed by assuming a war with neighboring countries such as Japan, China, and North Korea and claiming that ‘we’ would win in that case.
“It is very dangerous.”
--- p.229
“When composing world history textbooks, it is important to keep in mind that there are differences in content between countries that have experienced empires and those that have not, or countries that have experienced colonies.”
--- p.309
“If we are to resolve relations from confrontation to peace, from conflict to coexistence, we must draw upon historical experience.
Don't complain that we don't provide the correct answer.
“It’s enough to just help you figure out the best option among many possibilities.”
--- p.345
“What should I think deeply about as a historian? … I always try to live by the words of American sociologist Barrington Moore.
Barrington Moore argued that “for all students of human society, sympathy for the victims of the historical process and skepticism about the victors’ claims are indispensable shields that protect them from being deceived by the prevailing myths.”
…in particular, the victor's claim takes the form of an infallible 'myth'.
“We must break free from myths.”
--- p.353
Publisher's Review
“I want to present a problem that I want to think about together as a question and seek a direction to find an answer to it.
Rather than insisting that my argument is the correct answer, I want to walk with the reader through the process of finding the answer.
…I want to convey that history is interesting and fascinating.
I would like to find that direction through specific examples related to history as much as possible.
“If this gives readers something to think about, then I think that alone will make this book meaningful.” (p. 13)
As of 2024, the study of history for the average Korean has two main goals.
One is to meet the grade cut-off in the 'Korean History' subject of the CSAT, and the other is to obtain the 'Korean History Proficiency Test' level required for employment in public institutions or passing the teacher certification exam.
The latter test is so crowded with applicants that it can cause a rush to register, and the star instructors of related textbooks and online lectures enjoy popularity comparable to that of celebrities.
There are also stories of 'yeokdeok' (history nerds) passing the Korean History Proficiency Test, and there are quite a few Korean history enthusiasts among elementary school students, so their stories of challenges are often talked about.
On the other hand, with regards to the college entrance exam, 'Korean History' is a required subject, but there are complaints that people have given up on history since childhood because it is difficult to memorize.
Although there may be differences in severity, the center of current history studies is ‘examination.’
And history, which is a subject that is aimed at exams, is likely to be approached as a subject to be memorized.
In the new book 『How to Read History』 published by Tabi Publishing, author Ryu Si-hyeon speaks.
“We must seek the wisdom that history gives us.
Most of what you find through internet searches is information.
There is no need to feel burdened by having to memorize information that can be verified in this way.
“You should also avoid asking questions in the form of a test.” (p. 341)
Understanding the concept and the charm of history
"How to Read History" has two goals that can be expressed in different ways.
One is to convey the charm of history, and the other is to convey historical terms and concepts more clearly and concretely.
The author argues that if we break free from memorization of information and encounter and communicate with the unfamiliar past through diverse sources, if we reflect on the present and look to the future through the past, we will realize that the two tasks are not on separate paths.
Clarifying a concept means being able to explain it in your own words and expressions.
To understand the unfamiliar language and concepts projected into human life in the past, we constantly ask questions.
The author, who teaches history to prospective teachers at Gwangju National University of Education, poses the question, “Draw the territory of Gojoseon,” to his students in class, and continues with questions like, “What is the border?” and “Can the concept of territory based on the modern concept of the state be applied to the history of Gojoseon?”
Questions appear throughout the book.
“In history, there is a discussion about ‘irreversibility,’ which means ‘there is no going back.’
Then, wouldn’t the ‘fascism’ and ‘Holocaust’ of the early 20th century be repeated again?”
“5.
The cause of 18 is 5.
17th, 12th.
12th? Or 10th.
26? Or was it Park Chung-hee's Yushin dictatorship in the 1970s? "If Kim Jae-gyu hadn't killed Park Chung-hee, it would have been Chun Doo-hwan's coup and the 5.
“Wouldn’t there have been 18?”
I propose that we read people, events, and times more richly through these 'historical ifs' and 'historical re-experiences.'
In other words, we must read the times through historical imagination and revisit the 'cause and effect of historical events' and the 'relationship between chance and necessity' to firmly make the concepts our own.
Perspectives and context for reading human stories and various sources
Many historical figures appear in 『How to Read History』.
From well-known kings such as Wang Geon, Sejong, and Gojong, to Kim Gu, Ahn Jung-geun, Shin Chae-ho, and Ahn Chang-ho, who led the independence movement during the Japanese colonial period, and even Jeon Tae-il in modern times.
Of course, I am not retelling their lives.
The book emphasizes contextual reading, focusing on the leadership and inclusiveness that enabled Wang Geon, who was not as prominent in military power or influence as Gyeon Hwon and Gung Ye, to unify the Later Three Kingdoms, and the assistance of Taejong, who supported Sejong in his brilliant achievements.
Additionally, by examining Kim Gu, Syngman Rhee, Lee Gwang-su, Choi Nam-seon, and Hong Myung-hee together, we ask what choices they made at the crossroads of their times and what their meaning was.
Furthermore, the story of Woo Deok-sun, who plotted the assassination of Ito Hirobumi with Ahn Jung-geun, the story of Lee Dong-su, who plotted the assassination of Yi Wan-yong with Lee Jae-myeong but was caught 15 years later when the statute of limitations was running out, and the story of Lee Gwan-sul, Sudakai, and Jaro, who were in second-in-command positions but walked their own paths, bring to light figures who were overshadowed in well-known historical events, and pledge that “it is the historian’s duty to remember those who must not be forgotten.”
In addition to the stories of the characters, the author emphasizes the use of various historical sources and the importance of considering the historical context when selecting and utilizing historical sources.
For example, during the Japanese colonial period, the term "Haegu" was used instead of "Waegu" (倭寇), which caused damage at the end of the Goryeo Dynasty, and it is said that the description of the Imjin War was not easy. When republishing writings or books written during the Japanese colonial period after liberation, the descriptions in the books should be reexamined.
It also emphasizes reading the symbols hidden within the image.
For example, through a soap advertisement that claims that a black child who uses the soap turns white, it is read that Western modernity and colonial modernity were contrasted with good and evil, strength and weakness, white and black, clean and dirty, and it mentions cases that have continued until recently.
In this way, the author examines the methodologies of history, such as 'selection and use of historical materials,' 'translation, interpretation, and censorship of concepts,' 'narration of history,' and 'various interpretations and perspectives,' while examining the stories of people and various historical materials.
History is a conversation between the past and the present.
"How to Read History" begins with a story that rethinks the concept of time in history, including "origins and anachronisms" and "chronological context and period division."
Because history is a discipline that connects fragmented and temporally disjointed historical data to create a narrative, it faces the task of examining the past while simultaneously answering questions about the present.
We must acknowledge the differences that appear even between generations not so distant from each other.
The author cites an example from a class on modern history.
When teaching a class about the June Struggle of 1987, for the teacher, 1987 was a time they had personally experienced, while for the students, it was an event that happened before they were even born.
In other words, for the teacher it is an ‘experience’ of the past, and for the students it is a ‘history’ of the past.
Students understand history as events that occurred before their birth.
For those who experienced 1987 at the age of 20, 1950 June.
The 25th War is history 37 years ago, and for those who are 20 years old in 2024, the June Struggle of 1987 is history 37 years ago.
When dealing with history, we must acknowledge that understanding may differ from generation to generation.
On the other hand, we often encounter violent incidents caused by radical forces in countries that once experienced empires.
The author points out that it is dangerous to cling to the glory of 'resurrection of the past'.
While claiming to revive the splendid glory, they conceal the contradictions of the time and increase their aggression toward others.
The same goes for everyday language, represented by 'latte'.
“In this way, the golden age was set in the past, contrasting it with the unfortunate and miserable times of the past.
The past has swallowed up the present.
“Even the future could be at risk.” (p. 353)
Ultimately, history must address contemporary issues, namely, the question of the present. Therefore, we must examine the meaning of studying history by examining 'historical lessons,' 'the present of history,' and 'historical education and imagination.'
Rather than insisting that my argument is the correct answer, I want to walk with the reader through the process of finding the answer.
…I want to convey that history is interesting and fascinating.
I would like to find that direction through specific examples related to history as much as possible.
“If this gives readers something to think about, then I think that alone will make this book meaningful.” (p. 13)
As of 2024, the study of history for the average Korean has two main goals.
One is to meet the grade cut-off in the 'Korean History' subject of the CSAT, and the other is to obtain the 'Korean History Proficiency Test' level required for employment in public institutions or passing the teacher certification exam.
The latter test is so crowded with applicants that it can cause a rush to register, and the star instructors of related textbooks and online lectures enjoy popularity comparable to that of celebrities.
There are also stories of 'yeokdeok' (history nerds) passing the Korean History Proficiency Test, and there are quite a few Korean history enthusiasts among elementary school students, so their stories of challenges are often talked about.
On the other hand, with regards to the college entrance exam, 'Korean History' is a required subject, but there are complaints that people have given up on history since childhood because it is difficult to memorize.
Although there may be differences in severity, the center of current history studies is ‘examination.’
And history, which is a subject that is aimed at exams, is likely to be approached as a subject to be memorized.
In the new book 『How to Read History』 published by Tabi Publishing, author Ryu Si-hyeon speaks.
“We must seek the wisdom that history gives us.
Most of what you find through internet searches is information.
There is no need to feel burdened by having to memorize information that can be verified in this way.
“You should also avoid asking questions in the form of a test.” (p. 341)
Understanding the concept and the charm of history
"How to Read History" has two goals that can be expressed in different ways.
One is to convey the charm of history, and the other is to convey historical terms and concepts more clearly and concretely.
The author argues that if we break free from memorization of information and encounter and communicate with the unfamiliar past through diverse sources, if we reflect on the present and look to the future through the past, we will realize that the two tasks are not on separate paths.
Clarifying a concept means being able to explain it in your own words and expressions.
To understand the unfamiliar language and concepts projected into human life in the past, we constantly ask questions.
The author, who teaches history to prospective teachers at Gwangju National University of Education, poses the question, “Draw the territory of Gojoseon,” to his students in class, and continues with questions like, “What is the border?” and “Can the concept of territory based on the modern concept of the state be applied to the history of Gojoseon?”
Questions appear throughout the book.
“In history, there is a discussion about ‘irreversibility,’ which means ‘there is no going back.’
Then, wouldn’t the ‘fascism’ and ‘Holocaust’ of the early 20th century be repeated again?”
“5.
The cause of 18 is 5.
17th, 12th.
12th? Or 10th.
26? Or was it Park Chung-hee's Yushin dictatorship in the 1970s? "If Kim Jae-gyu hadn't killed Park Chung-hee, it would have been Chun Doo-hwan's coup and the 5.
“Wouldn’t there have been 18?”
I propose that we read people, events, and times more richly through these 'historical ifs' and 'historical re-experiences.'
In other words, we must read the times through historical imagination and revisit the 'cause and effect of historical events' and the 'relationship between chance and necessity' to firmly make the concepts our own.
Perspectives and context for reading human stories and various sources
Many historical figures appear in 『How to Read History』.
From well-known kings such as Wang Geon, Sejong, and Gojong, to Kim Gu, Ahn Jung-geun, Shin Chae-ho, and Ahn Chang-ho, who led the independence movement during the Japanese colonial period, and even Jeon Tae-il in modern times.
Of course, I am not retelling their lives.
The book emphasizes contextual reading, focusing on the leadership and inclusiveness that enabled Wang Geon, who was not as prominent in military power or influence as Gyeon Hwon and Gung Ye, to unify the Later Three Kingdoms, and the assistance of Taejong, who supported Sejong in his brilliant achievements.
Additionally, by examining Kim Gu, Syngman Rhee, Lee Gwang-su, Choi Nam-seon, and Hong Myung-hee together, we ask what choices they made at the crossroads of their times and what their meaning was.
Furthermore, the story of Woo Deok-sun, who plotted the assassination of Ito Hirobumi with Ahn Jung-geun, the story of Lee Dong-su, who plotted the assassination of Yi Wan-yong with Lee Jae-myeong but was caught 15 years later when the statute of limitations was running out, and the story of Lee Gwan-sul, Sudakai, and Jaro, who were in second-in-command positions but walked their own paths, bring to light figures who were overshadowed in well-known historical events, and pledge that “it is the historian’s duty to remember those who must not be forgotten.”
In addition to the stories of the characters, the author emphasizes the use of various historical sources and the importance of considering the historical context when selecting and utilizing historical sources.
For example, during the Japanese colonial period, the term "Haegu" was used instead of "Waegu" (倭寇), which caused damage at the end of the Goryeo Dynasty, and it is said that the description of the Imjin War was not easy. When republishing writings or books written during the Japanese colonial period after liberation, the descriptions in the books should be reexamined.
It also emphasizes reading the symbols hidden within the image.
For example, through a soap advertisement that claims that a black child who uses the soap turns white, it is read that Western modernity and colonial modernity were contrasted with good and evil, strength and weakness, white and black, clean and dirty, and it mentions cases that have continued until recently.
In this way, the author examines the methodologies of history, such as 'selection and use of historical materials,' 'translation, interpretation, and censorship of concepts,' 'narration of history,' and 'various interpretations and perspectives,' while examining the stories of people and various historical materials.
History is a conversation between the past and the present.
"How to Read History" begins with a story that rethinks the concept of time in history, including "origins and anachronisms" and "chronological context and period division."
Because history is a discipline that connects fragmented and temporally disjointed historical data to create a narrative, it faces the task of examining the past while simultaneously answering questions about the present.
We must acknowledge the differences that appear even between generations not so distant from each other.
The author cites an example from a class on modern history.
When teaching a class about the June Struggle of 1987, for the teacher, 1987 was a time they had personally experienced, while for the students, it was an event that happened before they were even born.
In other words, for the teacher it is an ‘experience’ of the past, and for the students it is a ‘history’ of the past.
Students understand history as events that occurred before their birth.
For those who experienced 1987 at the age of 20, 1950 June.
The 25th War is history 37 years ago, and for those who are 20 years old in 2024, the June Struggle of 1987 is history 37 years ago.
When dealing with history, we must acknowledge that understanding may differ from generation to generation.
On the other hand, we often encounter violent incidents caused by radical forces in countries that once experienced empires.
The author points out that it is dangerous to cling to the glory of 'resurrection of the past'.
While claiming to revive the splendid glory, they conceal the contradictions of the time and increase their aggression toward others.
The same goes for everyday language, represented by 'latte'.
“In this way, the golden age was set in the past, contrasting it with the unfortunate and miserable times of the past.
The past has swallowed up the present.
“Even the future could be at risk.” (p. 353)
Ultimately, history must address contemporary issues, namely, the question of the present. Therefore, we must examine the meaning of studying history by examining 'historical lessons,' 'the present of history,' and 'historical education and imagination.'
GOODS SPECIFICS
- Date of issue: May 27, 2024
- Page count, weight, size: 364 pages | 454g | 140*210*20mm
- ISBN13: 9791192169378
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