Confusion about “Cultural Heritage” in the 2022 Revised Elementary Social Studies Curriculum: Reflections on Improvements

This study addresses the changes in “cultural heritage” terminology in the 2015 and 2022 revised national curricula for third and fourth elementary grades and the resulting confusion and key issues. Following the enactment of the National Heritage Basic Law (NHBL), third- and fourth-grade social studies textbooks, to align with the 2022 curriculum, incorporated the NHBL’s terminology and definitions: thus “cultural heritage” is now limited to tangible cultural heritage. The National Education Commission and the National Institute of the Korean Language also revised national curriculum documents and the Standard Korean Language Dictionary to reflect the NHBL’s terminology and definitions. Despite these changes, while issuing the national curriculum, enacting related laws, writing textbooks, and revising the national curriculum and dictionary, several inconsistencies and contradictions in cultural heritage’s definition emerged. In elementary school social studies, “national heritage” has replaced “cultural heritage,” which has come exclusively to mean “tangible heritage.” Although the NHBL was intended to align with such international agreements as UNESCO’s, it seems that UNESCO and other international conventions do not classify cultural heritage solely as tangible heritage, distinguishing tangible and intangible cultural heritage and using both terms in their definitions. Along with the background and issues causing problems with meaning, this study examines the confusion and contradictions arising from cultural heritage taught and assessed exclusively as tangible heritage in third and fourth grades. It also offers reflections and suggestions for improving cultural heritage education.