• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.85-100
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• 2017

The purpose of this study is to raise the importance of 'family culture and values' in the process of diagnosing and discussing the causes and measures of low fertility in Korean society. In addition, I sought to find the causes of over - fertilization and ways to cope with it in terms of educational approach to establishing family culture and values. Specifically, this study firstly reviews the causes of low fertility in Korea by examining the evaluation of low fertility policies, secondly, examines the actual conditions and changes in family culture and values related to low fertility, and third, In this paper, I examined the validity of educational intervention, the actual state of intervention, the contents of education in institutional education, the necessity and effect of education, the composition of educational content, and possible policies and arguments based on educational approach. The issue of low birth rate is a national social problem facing the Korean society in the modern age. Considering its causes and countermeasures at the same time, it is necessary to pay attention to the factors of family culture and values as well as economic factors. To further emphasize the educational approach to gender equality and family-friendly family culture and values.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.199-222
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• 2017

This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

• Korean Journal of Heritage: History & Science
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• v.55 no.4
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• pp.278-294
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• 2022

To date, cultural property education has seen rapid quantitative growth due to national and personal needs. However, qualitative growth is lacking. The objectives of cultural property education have not been established, and therefore, even its identity is not clear. The most pressing issue at present in cultural property education is to first set objectives. This study aimed to analyze the objectives of current cultural property education, identify the problems, and set new objectives to meet significant national and personal needs in terms of education. The problems with the objectives of current cultural property education are that the persons interested in the education do not understand the concept of the education objectives clearly and that the objectives do not contain much actual content of the education. Also, the objectives of the education do not take into account the dynamic competencies and interests of the learners and do not satisfy the changes of the times. To solve these problems, new cultural property education, called 'U.V.E.C.,' was offerred. U.V.E.C. education is aimed at understanding cultural properties, recognizing their value, and enjoying them, and at creating culture. The objectives of U.V.E.C. cultural property education were set such that they can be modified flexibly in a learner-centric way with clear and practical format and contents. Based on this direction, stepwise objectives were set including overall objectives, detailed objectives, and practice objectives, and objective cases of each step were proposed. Considering the generality of the education and the distinct characteristics of the cultural properties, the U.V.E.C. education objectives took into account the diversity of behavioral objectives, clearness in statements, the objectives of problem solving, the initiative of learners and openness for expression outcomes. The U.V.E.C. objectives are clear and specific so that teachers can enhance their pedagogical efficiency and learners are able to develop interesting and diversified competencies. In addition, it is expected that the U.V.E.C. objectives will significantly affect objective setting for education on cultural properties which have not been studied widely. Further systemic and specific studies on the contents and methods of the U.V.E.C. education would help to change the overall education on cultural properties and position the field as a new academic area.

• Cartoon and Animation Studies
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• s.45
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• pp.235-258
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• 2016

As the first class Teaching Artists system is about to be brought to effect, the ability required for Teaching Artists to design educational contents, develop and manage education programs is not much different from that of a museum Educator. This system is necessary for resolving problems in existing Arts and Culture Education, such as overlapping programs and adjusting difficulty levels by age to meet the demand of educatee. It also deals with drawbacks in production-oriented curriculum originating from the preference in some subject. In addition, as progress in science and technology makes rapid changes in digital media and its subculture, increasing need for novel and interdisciplinary curriculum in the field of Arts and Culture Education puts further emphasis on the importance of this system. In this study, we focus on clarifying the significance of Educator as a professional and proposing curriculum for the system, trying to avoid restricting our discussion to current Arts Instructor Supporting Project which are merely aimed at supporting children and adolescents to grow up to enjoy culture and arts. Capacity for designing curriculum for culture and arts, the kernel of qualification for the first class Teaching Artists, requires a variety of comprehensive expertise and qualification such as doing preliminary research on contents related to animation, curating, determining potential of educational contents, organizing educational contents for appropriate educatee, understanding esthetic property and its role in education, and appreciating and enjoying cultural contents. Therefore, Teaching Artists plays roles not only in developing and running educational programs but also in supporting and cooperating with culture and arts institutions, designing and managing creative programs, combining and communicating with different social groups, and emphasizing mutual interchange in culture.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1998.05a
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• pp.10-10
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• 1998

생명공학의 혁신적 발명성을 매우 잘 보여주는 성공사례의 하나가 사람락토페린을 함유한 형질전환 젖소의 개발이다. 우유의 모유화를 내걸고 있는 본 연구는 국내·외에 막대한 잠재시장 규모가 예상되고 있다. 그러나 생명공학 제품은 ‘생물 재해(Bio Hazard)’에 대한 우려와 윤리문제를 제기할 수 있기 때문에 대중인식(Public Acceptance)에 대한 연구가 매우 중요한 의미를 가지는 것이다. 이러한 상황인식하에 사람락토페린을 함유한 유제품에 대한 소비자행태분석(Consumer Behavior Analysis)을 수행하게 되었다. 본 연구에 사용된 연구방법은 비시장가치평가법 중 임의가치평가법(CVM)을 사용하고 있다. 임의가치평가법은 선진국 특히 본 이론의 발상지인 미국에서 환경재기 가치를 측정하는 방법으로 사용되어 오고 있는데 이를 신상품 및 과학기술의 가치평가법으로 확대하여 연구하여온 필자의 일련의 연구중의 한 시도이다. 좋은 CVM 연구를 수행하기 위해서는 CVM이 요구하는 가치평가방법에 맞추어 설문서가 구성되고 분석되는 일이 무엇보다도 중요한 일이다. 본 연구에서는 CVM의 연구방법에 맞추어 사람락토페린 강화우유에 대한 소비자지불의향(Consumer Willingness to Pay) 조사와 더불어 사람락토페린 강화우유에다가 DHA, 칼슘 등 새로운 기능성 물질을 추가하여 더욱 좋은 기능을 첨가한 경우의 구입할 용의와 지불의향에 대한 조사를 수행하였다. 본 연구에서는 과학기술에 의해 탄생된 신상품에 대한 임의가치평가법의 적용이라는 새로운 시도의 연구라는점을 감안하여 본 연구를 바탕으로 더욱 새로운 문제제기와 추가적인 연구가 필요하다고 생각된다.적인 자세를 견지한다. 한편, 적응의 원리에 입각한 교육은 문화와 전통에 대한 피동적 전승을 넘어서 사회의 변화에 따라 교육체제와 내용을 바꾸는 등 적극적으로 변화에 대응하고, 이러한 변화를 주도할 인간육성에 힘을 기울이는 교육방식을 취한다. 시대적 변화의 소용돌이 속에서 교육은 이제 기왕의 많은 교육적 신화들을 타파하고 뉴 밀레니엄을 준비해야할 기로에 서 있다. 현재의 변화를 슬기롭게 대처하고 미래의 변화에 능동적으로 적응하는 인간을 육성하기 위한 오늘날 교육의 사명은 우선 미래사회를 위한 교육정책의 방향을 수립하는 일이다. 교육정책은 국가의 교육방침으로서 현실 교육문제의 해결도 중요하지만 미래의 발전을 기약할 수 있는 장기적인 비젼과 목표 속에서 정립될 필요가 있다. 이러한 의도하에 본 연구는 21세기를 대비한 교육정책의 방향을 탐색하고 그에 따른 정책적 과제를 제시하는 데 그 목적이 있다. 이러한 목적하에 본고는 \circled1 과거 우리 나라의 교육정책을 반성적으로 회고하고, \circled2 미래사회에 대한 전망과 교육적 시사점을 분석하며, \circled3 마지막으로 21세기의 변화에 적응하기 위한 교육정책의 방향과 과제를 내용으로 제시하고자 한다.탄산염으로의 전환이 진행되고 있다. 이러한 배경으로부터 Uchida그룹에서 개발한 FeiCr/AVTi재료와 현재 분리판 재료로 사용증인 SUS 310, S SUS 316재료에 대해. 산화성 분위기의 5기압까지의 가압하에서, Li-K, Li-Na탄산염에 대하여 부 식거동을 검토한 결과, 가압하에서 내식성이 향상되는 것이 발견되었다. 이유로서는 가압하에서 용융탄산엽의 증가된 산화력으로 보다 치밀한 내식성 산화물 피막

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.61-81
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• 2009

The purpose of this study was to develop Graphic Organizer as Advance Organizer. The 'Menu Planning and Food Selection' unit of second grade middle school Technology & Home Economics(revised curriculum of 2007) was selected as the study subject. The course of abstracting an essential education element got done $3^{rd}$ times. It abstracted the first essential education elements to analyze the presented sentence or a concept with the educational contents factor which is on the achievement standard of the area of dietary life from 5grade to 10grade in curriculum revised in 2007. The first 4 essential education elements selected were superiority and cultural value of Korean traditional meal, preparing a balanced diet for the family, food purchasing, and food selection based on the various information'. It abstracted second essential education elements that it concretized the first content factor on a unit of this study and solved overlapping when it was happened at the first contents factor and made connecting with between grade. The $3^{rd}$ essential education elements abstracted to classify the contents which abstracted essential education elements in second. And, it developed Graphic Organizer on a unit of 'Menu Planning and Food Selection' in eight-grade Technology & Home Economics based on the abstracted essential education elements. Graphic Organizer was developed in according to order of the way for making on a Concept Map of Heo In Sook(2000). Developed Graphic Organizer is all of 10 which are 'nutrition value on food of the season', 'harmony and combination of food', 'natural dressing and a garnish', 'the recipe', 'fermented food', 'a traditional instrument and a vessel', 'actor of food harm', 'present food', 'food quality certification' and 'selecting food with food information'.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.95-116
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• 2010

The purpose of this study is to explore the role of Home Economics Education for low fertility Aged Society. Hence home economics educational contents for low fertility Aged Society was estsblished extracting the contents from both Revised 2007 Home Economics Curriculum and government. policy for low fertility Aged Society. Also home economics educational contents for low fertility Aged Society("Home Economics Class for both parents and Children") implemented in Healthy Family Support Center. The main results of the study are as follows. Firstly, Home Economics Education for low fertility Aged Society should be emphasized with the contents such as marriage of one's choice, family life reinforcement, healthy family culture and neighborhood living together. Secondly, the goal of home economics education is very similar to the action plans of Saeromaji Project 2010 which are 'social responsibility reinforcement for marriage, birth and child rearing', 'balancing family and work', 'family-friendly culture' and 'security for the aged with health and care'. It has also much in common with the project plans by Seoul Metropolitan Office of Education 'family-friendly culture and filial duty education reinforcement', 'school education reinforcement regarding Low Fertility-Aged Society' and 'values education reinforcement for gender equality society'. Thirdly, "Home Economics Class for both parents and Children" applied in Healthy Family Support Center in Jung-gu, Seoul. This ensures home economic education can play a leading role in the social education filed.

• Journal of Korean Classical Literature and Education
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• no.38
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• pp.201-238
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• 2018

As a way of enhancing the intercultural ability needed for diverse cultural eras, this study focuses on the "narration" of the Italian education scholar Maddalena De Carlo in order to determine the "diverse values" created by the "symbolic representation" based on the folktales narrated by immigrants living in Korea. Through this, it specifically presents educational elements and contents that can raise relative sensitivity. The authors of this paper have connected, empathized, and communicated with people of various cultures in order to go beyond Carlo's discussion. The paper discusses the expansion of cultural sensitivity as an element of education through narrative topics using the folktales of immigrant narrators in Korea. It also recognizes the limitations of a desire for a homogeneous union within an intercultural society and thus formulates educational contents for creating a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and a consideration of the surface and the back. This is systemized in six steps. Step 1: Listening to oral folktales of immigrants, Step 2: Finding heterogeneous motifs imprinted in the immigrants' memories, Step 3: Understanding the meaning of the opposing qualities symbolized by heterogeneous motifs, Step 4: Creating narrative topics containing the key motifs, Step 5: Generating the value of symbolic representation as a narrative topic, and Step 6: Expanding the value of life into a cultural symbol. In Chapter 3, this study focuses on educational contents using immigrants' folktales by applying these six steps. The class contents include the recognition of the limitations of desire for a homogeneous union within an intercultural society and the consideration of how to create a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and consideration of the surface and the back. This paper then compares the Indonesian folktale, The Inverted Ship Mountain and the Mom's Mountain, with the world-famous Oedipus myth, to determine what the symbolic representation of these heterogeneous motifs is. In Step 6, when the symbolic system is culturally extended, the incestuous desire that appears in the "inverted ship" is interpreted as a fixation that was created when the character sought to unite with homogenous idea. The Cambodian folktale, The Girl and the Tiger, is a story that is reminiscent of the Korean folktale, The Old Man with a Lump. Through the motif in "Tiger," this paper generates a narrative topic that will enhance the students' intercultural abilities by culturally expanding their skills in how to relate with a heterogeneous being that is usually represented as an animal. The Vietnamese folktale, The Coconut Bowl, similar to the Korean folktale, GureongDeongDeong SinSeonBi, is a story that draws a variety of considerations about the surface and theback, and it shows readers how to build a relationship with a heterogeneous idea and how to develop and grow with such a relationship. Thus, if a narrative topic is generated and readers are able to empathize using an opposing feature formed by the core motif of the folktale, it becomes possible, through immigrant folklore, to construct a possibility of a new life through the formation of a relationship with an unfamiliar and heterogeneous culture.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.644-654
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• 2017

Due to globalization and the increasing number of international marriages, Korea has become a multicultural society. In 2012, the Korean Ministry of Education established guidelines for education on multicultural understanding for all K-12 students. The purpose of this study is to understand how education on multicultural understanding is conducted and to provide suggestions for improvements. Based on the six goals of multicultural curriculum in Bennett's conceptual model, this study explores how multicultural education specialists conduct their instructions and how they convey the value of multicultural understanding in public schools. Four multicultural education specialists were recruited, and various qualitative data were collected from pre- and post-interviews and classroom observations. The data were analyzed through thematic analysis. The study findings show that the participants educated elementary students by introducing their own (or spouse's) culture through their traditional clothes, food, and customs. This indicated that they focused mainly on developing multiple historical perspectives and strengthening intercultural competence. However, their current education on multicultural understanding may not help students to increase an awareness of the state of the planet and global dynamics, and to build social action skills. Finally, we suggest that multicultural education should be integrated and infused into national (regular) curricula so that all students can enhance their multicultural understanding.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.59-66
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• 2012

The Multimedia Contents, such like movies, internet and so on, are the most effective teaching means for generation c[content] learners who are accustomed to the multimedia environment. First, the multimedia contents become appropriate materials in that they help the learners understand the culture and lifestyle of its country through practical and vivid information. Second, they are useful leaning tools for the students who prefer visual media to improve interest and understanding. Third, as students have the time for developing their own contents based on given information, they understand the contents better and also have a indirect learning experience of culture. This means that the learning using multimedia contents has an influence on students' academic achievement. As a result, it is desirable for the application and development of multimedia contents to be suggested as an effective teaching method for foreign culture.