4차 산업혁명 시대의 역사교육 - 대학 역사교육에서 ‘역사하기(Doing History)’ 컨셉 활용하기 -

The Fourth Industrial Revolution is written big in all kinds of discussion about economic innovation as well as educational reform. Often speculated is the Fourth Industrial Revolution’s tremendous speed of development and its formidable power of transformation. Instead of exaggerating and speculating the destructive potential of the revolution, this paper will pay special attention to the conspicuous moves of IT giants like Apple, Microsoft, or Google to invest in educational businesses, and pose the question ‘why education?’. Starting from this question, the history of Industrial Revolution from the First through the Third is revisited, highlighting the education-led feature of the Second Industrial Revolution. If the high education played a decisive role in the Second Industrial Revolution, even more significant role of education is expected for the era of the Fourth Industrial Revolution, facing the rise of Homo Deus equipped with a unprecedentedly advanced technology. In order to cope with the problems caused by the Fourth Industrial Revolution and Homo Deus, innovated education for a creatively and deliberately thinking citizen is desperately needed. This paper critically reviews the Doing History concept as the most promising didactic methodological concept for drawing realistic lessons for innovating history education in Korea. Taking into account the limited conditions of history classes at Korean universities, the possibility of applying Doing History to lecture-led classrooms is more actively discussed.