• The Journal of Korean Philosophical History
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• no.27
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• pp.327-361
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• 2009

So far there has been a strong tendency to study The Great Learning in terms of quite" limited ethical and moral understandings." Yet The Great Learning was originally a political text to educate the ruler. So the ethical and moral understanding discussed in the book should be interpreted as something more comprehensive and practical, which includes the political ability. This paper thus focuses on this new line of understanding of The Great Learning. Among the three principles of the book, 'Myeongmyeongdeok( 明明德)' means the virtue of a politician, that is to 'cultivate (Myeong)' the 'properties for a statesman (Myeongdeok).' 'Sinmin (新民)' means 'to innovate or reform the people as a result of substantive administration of a politician'. 'Jieojiseon (止於至善)' means 'to reach and to maintain the highest degree of goodness as a result of Myeongmyeongdeok and Sinmin'. These three principles would divide into eight practicums. Myeongmyeongdeok would divide into five steps of 'Sugi(修己: Cultivating the self)' practicum, which are 'Gyeokmul (格物) → Chiji(致知) → Seongeui(誠意)→ Jeongsim (正心)→ Susin (修身)'. Sinmin would divide into three steps of 'Chiin (治人: rule the people)' practicum which are 'Jega(齊家) → Chiguk(治國) → Pyeongcheonha(平天下).' And the point where the two practicums are harmonized, i.e. that of Sugichiin (修己治人), is the place of Jieojiseon. Not every ethical people become a politician but every politician must be ethical. That is the assertion of the Great Learning.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.51-60
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• 2024

The purpose of this study is to explore the meaning of the 2018 'Comprehensive Plan for the Vitalization of Democratic Citizenship Education' centered on the '2022 Revised Curriculum General Discussion'. Research Results First, in the case of strengthening democratic citizenship education in schools, one of the main tasks in the general discussion of the 2022 revised curriculum emphasizes democratic citizenship education to cultivate citizenship. are doing Second, in the case of teacher professionalism enhancement and support for educational activities, development of teaching and learning materials and reinforcement of teacher training are promoted in the 2022 revised curriculum summary. Third, in the case of creating a democratic school culture, the 2022 revised curriculum outline guarantees student safety and learning rights through remodeling or remodeling old schools to restructure learning spaces and realize a digital-based learning environment. Fourth, in the case of revitalization of student autonomy, in the general discussion of the 2022 revised curriculum, the autonomy of the school curriculum considering the needs of students and school conditions is expanded, and classes centered on participatory experiences and self-government activities are strengthened. Fifth, in the case of establishing a democratic citizenship education support system, the 2022 revised curriculum outline establishes a mutual cooperation system that respects the roles and expertise of various educational subjects and a mutual cooperation system between the local community and the educational community.

• Journal of the Korean earth science society
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• v.41 no.6
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• pp.599-616
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• 2020

Sea-surface temperature (SST) is one of the most important oceanic variables for understanding air-sea interactions, heat flux variations, and oceanic circulation in the global ocean. Extremely low SSTs from 0℃ down to -2℃ should be more important than other normal temperatures because of their notable roles in inducing and regulating global climate and environmental changes. To understand the temporal and spatial variability of such extremely low SSTs in the global ocean, the long-term SST climatology was calculated using the daily SST database of satellites observed for the period from 1982 to 2018. In addition, the locations of regions with extremely low surface temperatures of less than 0℃ and monthly variations of isothermal lines of 0℃ were investigated using World Ocean Atlas (WOA) climatology based on in-situ oceanic measurements. As a result, extremely low temperatures occupied considerable areas in polar regions such as the Arctic Ocean and Antarctic Ocean, and marginal seas at high latitudes. Six earth science textbooks were analyzed to investigate how these extremely low temperatures were visualized. In most textbooks, illustrations of SSTs began not from extremely low temperatures below 0℃ but from a relatively high temperature of 0℃ or higher, which prevented students from understanding of concepts and roles of the low SSTs. As data visualization is one of the key elements of data literacy, illustrations of the textbooks should be improved to ensure that SST data are adequately visualized in the textbooks. This study emphasized that oceanic literacy and data literacy could be cultivated and strengthened simultaneously through visualizations of oceanic big data by using satellite SST data and oceanic in-situ measurements.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.467-472
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• 2024

This paper examines the history of karate, its utilization as military training, and its value as a national defense sport. Originating from Okinawa, karate was introduced into Japanese military training in the modern era and spread worldwide. During World War II, the Japanese military intensified karate training for close-quarters combat. Post-war, karate was introduced to Western society through the U.S. military presence in Japan. In contemporary militaries, various martial arts, including karate, are utilized in training programs such as the U.S. Marine Corps Martial Arts Program (MCMAP) and the Israeli military's Krav Maga. These programs integrate techniques from karate, judo, boxing, and other martial arts to create systems optimized for real combat. In military education, karate enhances individual physical and mental capabilities and improves unit combat effectiveness. Rigorous training develops physical fitness, mental resilience, and practical skills for close-quarters combat. Group training fosters camaraderie and unit cohesion. However, due to the changing nature of modern warfare, it is necessary to reconsider the proportion and methods of martial arts training in military education. With the advancement of high-tech weaponry, team operations have become more critical than individual combat skills. Rather than applying traditional karate techniques unchanged, it is essential to modify and develop them to suit modern warfare. Nevertheless, the value of martial arts training, including karate, remains significant in cultivating key soldier qualities such as physical strength, indomitable spirit, and camaraderie. It is anticipated that militaries worldwide will continue to evolve their martial arts training systems in line with changing times.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.3
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• pp.1-16
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• 2012

Under the international business circumstance, global supply chain management is considered a vital strategic challenge to small and medium-sized enterprises(SMEs) suffering from deficient resources and capabilities to exploit overseas markets comparing with large corporations. That is because they can expand their business domains into overseas markets by establishing strategic alliances with global supply chain partners. Although a wide range of previous researches have emphasized the cooperative networks in the chain, most are ignoring the importance of developing relational characteristics such as trust and reciprocity with the partners. Besides, verifying the relational factors influencing firms' export performances, some studies proposed different and inconsistent factors. According to the social capital theory, which is the social quality and networks facilitating close cooperation of inter-individual and inter-organization, provides the integrated view to identify the relational characteristics in the aspects of network, trust and reciprocal norm. Meanwhile, a number of researchers shows that global entrepreneurship is the internal and intangible resource necessary to promote SMEs' internationalization. Upon closer examination, however, they cannot explain clearly its influencing mechanism in the inter-firm cooperative relationships. This study is to verify the effect of social capital accumulated within global supply chain on SMEs' qualitative and quantitative export performance. In addition, we shed new light on global entrepreneurship expected to be concerned with the formation of social capital and the enhancement of export performances. For this purpose, the questionnaires, developed through literature review, were collected from 192 Korean SMEs affiliated in Korean Medium Industries Association and Global Chief Executive Officer's Club focusing on their memberships' international business. As a result of multi-regression analysis, the social capital - network, trust and reciprocal norm shared with global supply chain partner - as well as global entrepreneurship - innovativeness, proactiveness and risk-taking - have positive effect on SMEs' export performances. Also global entrepreneurship affects positively social capital which has mediating effect partially in the relationship between global entrepreneurship and performances. These results means that there is a structural process - global entrepreneurship(input), social capital(output), and export performances(outcome). In other words, a firm should consistently invest in and develop the social capital with global supply chain partners in order to achieve common goals, establish strategic collaborations and obtain long-term export performances. Furthermore, it is required to foster the global entrepreneurship in an organization so as to build up the social capital. More detailed practical issues and discussion are made in the conclusion.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.