The Practice and Disparity between Academic Research of Taiwan History and High School History Textbooks
Date Issued
2014
Date
2014
Author(s)
Lin, Chung-shun
Abstract
The goal of this thesis is to investigate the circumstances surrounding the implementation of academic research on Taiwan history within the high school history textbooks which are on the basis of “Guideline of History Curriculum in 2006” and “Guideline of History Curriculum in 2012.” Regarding research methodology, this thesis first collects and organizes the latest research trends and original ideas regarding “Taiwan and the world in seventeenth century,” “the relationship between aboriginal and Han Taiwanese during Ch''ing era and the Japanese invasion of Taiwan in 1874,” “the modernization of Taiwan society under Japanese rule” and “the authoritarian regime in Taiwan.” Then, by comparing the related descriptions within the textbooks, this thesis aims to closely examine whether or not the compiling and revising of textbooks follows in the steps of academic research. Through the above mentioned issues, this thesis will analyze the concepts of maritime history and transitional justice, along with historical interpretation from the point of view of aboriginals to see what kind of difference is displayed within the textbooks. Moreover, this thesis aims to observe whether the former Party-State ideology still continues to influence history education within a democratic society.
On the whole, the amount devoted to maritime history within the textbooks gradually decreases, while transitional justice never receives the proper emphasis it deserves. Taking the period when Taiwan was under Dutch and Spanish rule as an example, despite the guideline reflecting the maritime history concepts that emphasis on the world system and interaction between ethnic communities, most textbooks still keep a conservative explanation. Not only not adopting recent theories like “co-colonialism,” but also explanations regarding entrepot trade and the system of land tenure are also overlooked. However, the legend of Yen Ssu-ch''i and Cheng Chih-lung (also known as Iquan, Koxinga’s father) cultivating Taiwan has been included within the text. This results in emphasizing the intimidate relationship between Chinese pirates and Taiwan, completely overlooking the effects of changes in seventeenth century East Asia on Taiwan. Regarding the authoritarian regime, the textbooks also don’t emphasize that it was the political system under the KMT government that caused the White Terror in Taiwan. Instead, they brush over the injustices, lies, and misjudged cases that can be blamed on the severe punishments and harsh laws that were in place. Although there are versions that are based on abundant examples and historical sources, detailed explanations on the historical significance of the White Terror and the democracy movement still avoid discussing the accountability of Chiang Kai-shek and the KMT government infringing on human rights, so much so that there is a trend in allowing the intelligence agencies to accept full responsibility.
In comparison, the relationship between aboriginal and Han Taiwanese and the Japanese invasion of Taiwan in 1874 quotes from academic sources, and most textbooks devote more attention to explaining aboriginal land ownership, ethnic policy, the aboriginal dominion and other important information in an attempt to avoid a Han Chinese centric interpretation. In addition, textbooks provide a very comprehensive introduction to Japanese colonial Taiwan period infrastructure, modernized education, social changes, and the growth of art and literature to illustrate that Taiwan started on the path towards a modern society. It is worth recognizing that each edition made sure to emphasize that the construction and industrial development was all for the benefit of the colonists. Along with the limitations on colonial education and the conscious awareness of Taiwanese people, and clearly express the core concept of related research, that is, the so-called “colonial modernity.” The introduction to the period of Japanese rule doesn’t lack in interpretation and discussion on academic evidence, and it can be considered historical education no longer is bound by Party-State ideology. However, the wane of Party-State ideology didn’t change to the idea of transitional justice. Rather, it has emerged as the direction textbook improvement should head in.
Subjects
海洋史
原漢關係
牡丹社事件
臺灣社會的近代化
威權體制
白色恐怖
SDGs
Type
thesis
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