April 3 Education in the Era without Witness: Seeking the Path to Story-Based Peace Education 

Author: Choi, Ho-Keun

Page: 223-263

This article sought to demonstrate that the April 3 Incident holds numerous stories directly connected to the diverse universal values pursued in contemporary era. The author proposed that (re)discovering and (re)interpreting these stories from the perspective of peace education constitutes the first step in the task of establishing order and content for April 3 education. Identifying the underutilized assets of the incident and cataloging them as available resources should be the foremost task for public institutions responsible for April 3 education. The United States Holocaust Memorial Museum and the Yad Vashem provide access to numerous stories related to sacrifice, survival, and recovery of the Jews through online platforms equipped with primary sources, encyclopedias, digital maps, and diverse educational materials concerning Holocaust perpetrators, victims, and rescuers. As seen in these two examples, a shift in focus and emphasis is necessary for the task of difficult past education in the ‘age without witnesses’. For the intergenerational transmission of the April 3 memory, the center of gravity must shift from the activities centered on past-oriented commemoration to future-oriented education. Without the interest and support of future generations, historical memorial facilities will have no future. April 3 education must also evolve, reflecting generational change and shifts in population composition, moving from retrospective education to prospective education. Furthermore, it must evolve into contemporary education where hope for the future converges with understanding of the past. Story-based peace education grounded in universal values can serve as a means to foster this ongoing connection to the present within the subjects of education.