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All of discussions on history teaching result in a dispute over the contents of history teaching. The contents of history teaching has a specific nature different from the contents of other subject-matters. For the nature, the discussion on the history teaching needs the process to contemplate the ...

All of discussions on history teaching result in a dispute over the contents of history teaching. The contents of history teaching has a specific nature different from the contents of other subject-matters. For the nature, the discussion on the history teaching needs the process to contemplate the particularity history has. Basic problem of history subject-matter within Social Studies is originated from the fact that it is impossible to reflect the particularity the contents of history teaching have. History consist of the past facts or events. But history is not made of those only. The drawback to history subject-matter within Social Studies is to look upon the very past facts or events as history and to regard the concepts or generalizations in the social science as the important contents of history teaching. But history teaching is to tell stories about the past facts or events to pupils. Concepts and generalization are no more than means to understand history correctly. Teachers put faith easily in the fact that pupils accept immediately and constantly the contents that teachers instruct in the history classroom. But that is from overlooking the particularity of the contents of history subject matters. In history teaching, historical discourse that contains the contents, that is “Lee Sung-gye is a person honorable and admirable!“, is not ableto regard as objective mention and to have confidence that pupils accept the meaning of that mention immediately and constantly as teachers instruct. The knowledge managed in history teaching is not things to be settled. That is result of recognition. So that is different from the case of teaching the law of supply and demand. And it needs a intervention of epistemology and historical thinking like insight or adductive thinking or abductive inference and so on. The question of ideology in history teaching is to cover the spectrum of ideology. The age that teachers instruct only one and good ideology is ended. It is not able to emphasize only a historical discourse of anyone any more. Today is the age of the information-oriented society. The change of environment the information can be communicated massively makes teachers alter the idea about principles of history teaching. The contents of history teaching are historical discourses. Historical discourses are made up coherent and plausible narratives or verisimilitudes. So history teaching is consequently to be historical discourses teaching. Each historical discourses has some narrative. It can be said that teaching historical discourses is a unique characteristic of history teaching. For this nature, history teaching is not able to be a subject-matters within Social Studies. And discipline of history teaching is not to be a lower category of educationalogy. It means that more research for the nature of the contents in history teaching is required.