• Journal of Digital Convergence
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• v.12 no.2
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• pp.503-511
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• 2014

Liberal education in colleges and universities embrace the concept of general education to enhance individual's morality, intelligence and identity. In consideration of physical education aim to develop cognitive, psychomotor and affective domains as a whole person education, liberal education and general physical education share the same values and objectives. Suppose physical education and liberal education shared same initial values, general physical education should take possession of the core means to achieve liberal education goals. To this end, it is necessary to inspect the actual statement of general physical education curriculum carefully, to find potential problems and prevent them in advance, and also explore future directions. In the current investigation, researchers found potential problems through identifying operation status of general physical education in 10 national universities. In addition, researcher provided future directions of general physical education in college and university including 'take possession of core means for liberal education', 'making diverse general physical education curriculum', 'move away from physical skill-centered education', 'general physical education as a whole body education' and 'increase opportunity of general physical education'.

• Korean Journal of Comparative Education
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• v.26 no.3
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• pp.189-210
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• 2016

In recent times, rapid social change has caused an unavoidable need for change in general education. The purpose of this paper is to review a change in the nature of general education through reviewing the Harvard Reports. To this end, we compare and analyze a series of Harvard Reports on General Education. The Harvard Report on General Education has been published in three separate reports: "General Education in a Free Society"(1945), "Report on Core Curriculum"(1978), "Report of the Task Force on General Education"(2007). Firstly, "General Education in a Free Society" enlarges the subject of general education in public and aims to achieve universal general education. Secondly, "Report on Core Curriculum" contributes to the common intellectual foundation. It not only enriches the personal life but also enable to have a conversation related to problems of mankind. Thirdly, "Report of the Task Force on General Education" supports the idea of liberal education as well as problem-solving skills in real life. For instance, general education should concern educating global citizen. A series of the Harvard Report on General Education have shown that today general education should preserve the nature of liberal education as well as reflection of the social context.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.301-305
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• 2010

The purpose of this study was to examine the satisfaction level of dental hygiene students with the general education courses of the dental hygiene curriculums and their awareness of the curriculums in a bid to seek ways of improving the general education curriculums. The subjects in this study were 265 sophomores in four different colleges located in the cities of S, L and K. A self-administered survey was carried out, and the findings of the study were as follows: In terms of satisfaction level with the general education courses, they got 2.54, which was a low score. To be specific, they expressed the most satisfaction with the duplication of the courses (2.63%), followed by appropriateness (2.61%) and teaching methods (2.60%). As for links between general characteristics and satisfaction with the general education courses, the students who were more satisfied with their major were more gratified with the general education courses, and the gap between them and the others was statistically significant (p<.001). The students didn't think that the general education courses they were taking were conducive to character building. Concerning connections between general characteristics and view of the general education courses, the students who were better contented with their major took a more favorable view of the general education courses, and the gap between them and the others was statistically significant (p<.05). In relation to expectations for the general education courses, they asked for efficient teaching methods, competent lecturers and the kinds of general education courses that could step up self-development. Therefore the general education curriculums should discreetly be reviewed to ensure the successful and diverse implementation of the curriculums.

• 대학교육
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• s.70
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• pp.46-54
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• 1994

• 대학교육
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• s.69
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• pp.58-66
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• 1994

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.285-290
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• 2022

The 21st century of the 4th industrial revolution demands 'competency' as a new educational concept that is different from that required in the industrialization era. In accordance with these changes and demands of society, universities are being called for key competency-based education and innovation in education through this by breaking away from the existing methods in liberal arts and major education. At this point, universities are presenting a comprehensive reform of liberal arts education for various financial support projects. This study presents the case of University C regarding the reform of the liberal arts curriculum for the innovation of liberal arts education in universities. According to the research results, each university is reorganizing the liberal arts curriculum in a way that can suggest various key competencies according to the university's founding philosophy and induce key competencies in the aspect of liberal arts education. For the key competency-based liberal arts curriculum of University C, we proposed various subjects for insufficient key competency subjects, various micro-degrees were proposed to specialize liberal arts education, and meta-learning-related liberal arts subjects were presented to improve basic learning ability of the students.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.999-1014
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• 2009

In this paper, we made an investigation into the awareness of mathematics by college students, they took a course in mathematics as the liberal arts. Mathematics as the liberal arts is divided into 2 types: mathematics focused on calculus or statistics, and living mathematics except them. We researched mathematics as the liberal arts on a curriculum in several universities and analyzed them. From these results, we suggest the improvement of mathematics as the liberal arts in university.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.24-32
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• 2008

Engineering Colleges in Korea have two educational objectives: 1) strengthening of speciality 2) cultivation of the engineering literacy such as the ability of working together, the ability of communication and creative thinking. In order to achieving these objectives, Engineering Literacy education was originated. The improvable proposal of general education course of engineering college is divided into two parts. One is American type that emphasizes on the general education independently of major. The other is Korean ABEEK's type that attach importance to engineering literacy. This study researches the case of Seoul National University that applied ABEEK's engineering literacy on redesigning the curriculum. To redesign the curriculum, college of engineering, Seoul National University reduced the optional courses in general education and had the students complete the engineering literacy. This device is effective, because it is able to keep the universal general education and make the most of major's characteristics.

• Korean Journal of General Education
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• v.8 no.4
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• pp.339-367
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• 2014

This study aims to provide an intellectual understanding of the problems of Liberal Arts, in the light of the philosophy of Derrida and Ricoeur. Especially, we consent to the 'Right to philosophy' in the thought of Derrida and to the 'Dialogism' in the philosphy of Ricoeur. According to Derrida, the Right to is linked to human rights. If human rights are important to students, the Right to philosophy is also essential for them. For we must apply the Right to philosophy in the Liberal arts. According to the philosophy of Ricoeur, the dialogism can be interpreted by the possibility of communication and the dialogical method. Dialogical method connects two often conflicting or different themes. We can say that it is somehow a discussion between different. This confrontation is to strike a balance between different perspectives. Anyway, thanks to the two themes, the Right to philosophy in Derrida and the dialogism in Ricoeur, Liberal Arts course will be enriching.

• Ingenium
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• v.30 no.2
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• pp.21-25
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• 2023