• (The)Korea Educational Review
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• v.14 no.1
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• pp.45-69
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• 2008

Using a sample from Korea Education Employment Panel(KEEP), this study attempts to ascertain determinants of demand for alternative education in Korea. It found that children's gender and duration of computer use exert a strong effect on demand for alternative education. Also, those parents, who show more interest in government's education policy; are less content with the schools their children are attending; and exhibit the higher likelihood of migration for children's education, appear to have the stronger tendency to seek alternative education for their children. Meanwhile, there was a significant difference between male and female students in the factors that influence demand for alternative education. For male students, duration of computer use and the parents' interest in government's education policy tend to matter. For female students, however, health condition seems to be associated with demand for alternative education. For both male and female students, those parents' who are more discontent with the schools their children are attending and/or have the higher likelihood of migration for children's education seem more likely to send their children to alternative schools.

• Journal of Christian Education in Korea
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• v.76
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• pp.173-192
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• 2023

Purpose of study: The purpose of this study is to suggest the direction of Christian self-identity while paying attention to the metaverse era. It suggests the direction of education that forms a Christian self-identity based on the problems of identity crisis that may arise due to the problem of de-realization while accepting the situation of the metaverse that has emerged due to the digital revolution. Research content and method: Focusing on the discussion of metaverse and de-realization, this paper suggests the importance of Christian self-identity and the direction of education. For this purpose, four tasks of practical theology were carried out based on Richard Osmer's consensus model. As the desciptive-empirical task was carried out, the opportunities and risks of the metaverse were brought up. Through the interpretive task, the problem of metaverse and de-realization was presented. The normative task emphasized the importance of Christian self-identity, and the pragmatic task proposed an education oriented towards Christian self-identity. Conclusions and Suggestions: It is important for education in the metaverse era to form a sense of Christian self-identity. The purpose of education is the formation of Christian's self-identity, and the content is to build the Christian relationality self, equality self, and openness self. The teaching method is interactive teaching, and the teacher and learner can be presented as an encounter between interpreters. The environment is any area of interpreted life, and evaluation can manifest itself in Christian life as disciples and citizens. The suggestion is to suggest compedency education methods for acquiring Christian self-identity while considering various generations.

• The Journal of Sustainable Design and Educational Environment Research
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• v.14 no.2
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• pp.12-25
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• 2015

This study is currently presenting a creative education policy through the new 2015 revised curriculum and the Free semester system of Middle School as part of the education policy reform in the government-led, high freedom grade in each regional school board first, emotional schools, friendly school, campus type schools, etc. with creative thinking and improve students' autonomous judgment with the psychological and political reasons meant to provide amusement and certainty of their career choice. This creates space for creative education through the theoretical understanding of the educational philosophical thinking on creativity was to identify the appropriate means of educational space. The purpose of this study was to extract the linkage to produce creative educational environment that is generated through the philosophical thinking of the historical and psychological analysis of creativity with a human being. Future school construction has a future-oriented task should create a creative learning space in the center of the member schools. This creates space for creative education through the theoretical understanding of the educational philosophical thinking on creativity was to identify the appropriate means of educational space. Therefore Philosophical Thinking Creative School of members through the grounds centric collaboration focused on convergence enemy curriculum and school creative autonomy of operation which is central educational environment, that is diversified assistance as an attribute of the environment, space, space, flexible outdoor space, linking enemy center space, different types and sizes of the space case situation, the open space and spatial fusion can be seen the configuration doeeojim with different training space element.

• Korean Journal of Culture and Arts Education Studies
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• v.5 no.2
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• pp.1-17
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• 2010

The posthumanism, as it is discussed in several areas of the humanities, calls the modern humanist concept of autonomous subject into question. The scientific psychology has been since its birth as independent discipline at the 19th century a 'posthuman psychology' in the sense that there has been always humanistic approaches to humans as autonomous beings on the one hand, and natural-scientific approaches to humans as determined beings on the other hand. I have argued that the concept of autonomous subject makes still sense as a regulating principle of everyday life of purposive agents and as a conceptual framework for interpreting causal knowledges about humans. And I have argued that culture and cultural education should play an important role in reflecting on the meaning and rationality of sciences and technologies.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.15-25
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• 2010

The purpose of this study is to explore a conceptual model of transdisciplinary curriculum in the Field of Engineering and Technology for the Colleges Through the Analysis of the Curriculum Organization and Implementation in the Y College in order to solve problems of current curriculum in the department of automobile engineering in Y college. Methodology is a literature review, focus group interview. The result is that current curriculum is interdisciplinary. The interview to the faculty members in Y college about the applicability of a conceptual model of transdisciplinary curriculum on the course is that transdisciplinary curriculum model could be applied to the course but because of the variety of problems, it would be difficult to apply new curriculum.

• Journal of Christian Education in Korea
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• v.70
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• pp.141-173
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• 2022

The purpose of this study is to illuminate depersonalization in the flow of technological revolution and to present a Christian SARAMDAUM education that aims for a new human image. It represents the Christian SARAMDAUM education that adapts to, mediates, and offers alternatives to the technological and human evolutionary flow of the machine age. The purpose of education for this purpose is to aim for 'Homo Creators', creative human beings presented as a new human image in the age of technological revolution. The educational goal is to nurture creative human beings through creative interpretation, creative integration between disciplines, and personal dialogue in the post-mechanical/ post-conventional paradigm. The content of the education is a conversation with the SARAMDAUM that consiliences the characteristics of post-machine and post-convention. The educational method utilizes Edu-Tech and AIED(Artificial Intelligence in Education) to realize systemic thinking and SARAMDAUM dialogue of technology. In addition, the composition of teachers and learners, educational environment and educational evaluation is presented. The significance of this study is that from the point of view of Christian education, the identity of human beings in the era of the technological revolution has been identified, and research on the creative image of the human being is newly attempted, and the direction of Christian SARAMDAUM education aimed at this is presented. This can be said to be a Christian education that emphasizes the essential characteristics of human beings while accommodating the era of technological revolution.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.211-219
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• 2021

Chinese Tibetan Opera is a highly comprehensive drama type, which combines the educational aesthetic characteristics of the realism of Western drama and the freehand of Chinese opera, including mask play, square play, ritual play and religious play. Tibetan opera, as a kind of local drama, has high research value, which is determined by its educational aesthetic characteristics. The world's three major dramas include Sanskrit dramas in India, tragic-comedies in ancient Greece and Chinese dramas, which have different forms of expression and educational aesthetic characteristics. Because of the particularity of its birthplace, Tibetan Opera inherits some of the three forms of the above three dramas. Ancient Greek tragedies originate from the sacrificial ritual of the god of wine. In the early ceremonial action performances, the actors were all men and needed to wear masks to perform. In Tibetan opera, men also play a role in masks, which are originated from the folk totem dance and religious pantomime music and dance. Due to the long history of Indian Sanskrit drama, except for the relevant records in dance theory, the specific performance form can not be verified. However, according to the relevant records in dance theory, the three characters "Wenba", "Jialu" and "Lamu" in the opening play of Tibetan opera are similar to the "concept character play" in Sanskrit opera. Tibetan Opera is a very important part of traditional Chinese opera, which inherits the educational aesthetic characteristics of Chinese opera.

• Korean Journal of Social Welfare
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• v.57 no.2
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• pp.41-70
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• 2005

The object of the study is to examine the change of social-economic structure and poverty-shape to escape poverty. In Korea, the working poor have been increased by flexibility and division of labor market since the economic crisis in 1997, and are faced with hard conditions due to the vulnerable welfare system. Especially the workers who engage in irregular jobs were increased by restructure of labor market. Besides they are in unstable employment terms such as low payment, low-skill and exclusion from welfare-benefit. Many small independent businessmen are also in danger of poverty for enterprises trend to move abroad by globalization. Poverty policy in our country was focused on the absolute poor class that has relation with old age, unemployment, disable, disease etc, so they were the object of welfare policy. The poverties, however, are increasing rapidly after the economic crisis, and they work so hard but are still poor, that is, participation in labor market doesn't become an element to escape poverty. Thus the emergence of new poverties whose core consists of the working poor becomes to need new poverty policy. The study is to survey change of their economic conditions, their welfare conditions, their experiences and responses of social dangers after the economic crisis, then to explore the policy to escape poverty. As the result of the study, it shows that the working poor experienced many kinds of social dangers like unemployment, decrease of income etc. In their welfare conditions as their responses to the social dangers, the benefit of social insurance, enterprise welfare like legal retirement pay and paid leave and private welfare such as private pension and insurance are low. The working poor are faced with social dangers, moreover, they don't have skill or education for adapting themselves to information society. The study says that it needs variable policies for the working poor to escape poverty, and suggests payment & tax policies as stable income policy, occupational discipline and skill-education for promoting the quality of employment, moreover, social insurance as expansion of social welfare policy and housing & education policies whose objects are the working poor.

• Journal of the Korea Convergence Society
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• v.12 no.12
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• pp.161-167
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• 2021

The purpose of this study is to provide a solution through a methodological approach so that character education can be naturally acquired in team-based learning activities. In the spring semester of 2021, a total of 69 college students in two groups were studied, and as a result of the study, the total score of character education virtues in the post-test was greatly improved in the experimental group (p<.001). The correlation between sub-items of team-based learning and pre and post-test results for character sub-items, self-regulation, consideration, communication, self-esteem, and responsibility, were statistically significant. This study shows character education through team-based learning had positive results. However, future research through a wider range of subjects is needed, and various teaching methods are being applied to propose verification of the effectiveness of character education.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.