• Management & Information Systems Review
• /
• v.31 no.2
• /
• pp.115-142
• /
• 2012

This study aimed to analyze the relative influence of related variables on the university students' civic consciousness. The study sorted out the data for 1,200 university students from a larger data set collected by Son et al.(2009), and analyzed the data by a hierarchical regression analysis method. The study showed the major results in four aspects. First, personal characteristics and home environment variables had mostly no influence on the students' civic consciousness. Second, on the sub categories of the students' civic consciousness, almost no influence was found in case of the home environment variables on democratic constitution and participation-practice, and in case of the school environment variables on value and attitude. Third, among the home and school variables, parents' attitude(${\beta}$=.228) and professors(${\beta}$=.162) had positive influences on the students' civic consciousness. The results suggest that parents and professors should be the two principal axises in the cultivating process of the students' civic consciousness. Third, on the democratic participation and practice no positive influences were found in any of the social environment variables. Among the social environment variables, politicians(${\beta}$=-.238) and corporations(${\beta}$=-.097) had rather negative influences on the democratic participation and practice. These results raised the question on how school education and social political systems are operated in the democratic manners. Fourth, the study recommends that local government would establish the civic education centers, develop various civic education programs, and provide each school with the programs. The study also recommends that each university would democratize in all the school affairs, and actively implement the civic education for university students as a specialized project.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.23 no.4
• /
• pp.199-217
• /
• 2012

The present study tests the effects of library use on adolescents' civic competencies for democratic citizenship in a Korean context. Utilizing data (N=1,386) from the National Youth Policy Institute (2006), the study performed multiple regression analyses to test the association of library use of adolescents with the levels of civic competencies for democratic citizenship. Teenagers' library use had a positive significant association with cognitive civic competencies while showing a negative significant association with behavioral dimension of civic competencies. Based on the findings, the author discusses policy implications for developing library service for youth.

• Journal of Korean Philosophical Society
• /
• v.146
• /
• pp.25-48
• /
• 2018

Starting from common sense that happiness is a state where needs are satisfied, this paper suggests the intelligence and the virtues for democratic citizens. The fact that human beings exist, relate to each other, and undertake activities which can become of moral worth when joined by autonomy, equality, and responsibility, respectively, is explained. It is also discussed that happy citizens should be able to exist autonomously in the face of political power, make an equal relationship with political power and fellow citizens, and undertake responsible activities. Lastly, it is suggested that happy citizens should be able to understand the plurality of value-contents, the similarity of value-forms, and the possibility of value-realization, and then be equipped with self-respect, mutual respect, and law-respect.

• The Journal of Korean Association of Computer Education
• /
• v.4 no.2
• /
• pp.13-20
• /
• 2001

To solve modern social problems, it is important that improve the democratic citizenship quality of people. This quality includes the rational and democratic problem-solving capacity, decision-making capacity, democratic skills and attitudes such as human dignity, dialogue, compromise. To use an educational network simulation game that has the merits of game, simulatio and network will help children to improve the democratic citizenship educaiton. This study explorers the structure, flow, system, database, interface and teaching-learning tool for this educational network simulation game.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.79-97
• /
• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• The Journal of the Korea Contents Association
• /
• v.15 no.5
• /
• pp.295-306
• /
• 2015

This study aims to investigate the aspect of volunteering and donation of highschool students in Seongnam city and further the relationship between volunteering and democratic civic consciousness. To that end, 155 students from an ordinary highschool and a foreign language highschool participated in a survey. The result showed that female students' participation rates of volunteering and monetary donations were higher than male students' but there was no difference in the participation rates between the schools. The civic consciousness level was not affected by the gender, but was affected by the schools. The scores for the attitude of democracy were better than those for the value and the participation of democracy. In particular, the students from the foreign language highschool had higher scores for the participation of democracy relative to the students from the highschool. As for the relationship between volunteering and democratic civic consciousness, there was a significant difference in civic consciousness scores between students who had participated in volunteering and those who had not, only in the case of the students from the ordinary highschool. Additionally, it was revealed volunteering and donating were compensatory behavior. Although single factors in volunteering influencing the civic consciousness were not found, persistence was important.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.7
• /
• pp.2971-2982
• /
• 2012

This study aimed at analyzing teachers' perception of democratic civic education. A total of 200 childcare teachers participated in the survey, and frequency analysis and cross-tabulation analysis were performed to analyze the survey data. According to the results of the study, first, the childcare teachers were significantly different in the teachers' factors on necessity and difficulty of democratic civic education. The childcare teachers perceived the necessity of democratic civic education, and attributed the cause of the difficulties in democratic civic education to parents' attitudes. Second, there weren't significant differences in the teacher's factors on the content and methods of democratic civic education. Therefore, in this study, it is emphasized that democratic civic education is related to young children's homes and communities, and reorganization of democratic civic education programs based on development of young children is suggested.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.135-145
• /
• 2016

The purpose of this study is to investigate elementary teachers' views on the democratic scientific inquiry and the methods for promotion of democratic citizenship in science classroom, and to conduct exploratory discussions about science classroom for promotion of democratic citizenship based on their views. Data were collected from 96 elementary teachers. AS results show, the elementary teachers in the study thought that the features of democratic scientific inquiry was 'communication and cooperation', 'autonomy and fairness', and 'contribution to the benefit of mankind and society'. In addition, the participants regarded the 'inquiry/activity focused on communication and cooperation' as the best method for promotion of democratic citizenship in science classrooms. Finally, several suggestions on the science education for promotion of democratic civic literacy and the democratic inquiry were given.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.1
• /
• pp.51-60
• /
• 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 Christian Education in Korea
• /
• v.74
• /
• pp.7-31
• /
• 2023

The climate crisis threatens Earth's ecosystems and biodiversity. In particular, it can be said that the cause of the global crisis began with human greed. An educational alternative is needed to change the Christian worldview that causes greed. The purpose of this study is to find ways to apply democratic citizenship education to Christian education as an alternative to overcome the climate crisis. The contents of the study to achieve the purpose were first the essence of Christian citizenship education was examined by dividing it into citizenship education, democratic citizenship education, and Christian citizenship education. Second, The model of democratic citizenship education was established by defining its goals, content, methods, and directions within the context of Christian citizenship education. Third, the application plan of Christian education for democratic citizenship education was classified into 7 categories and proposed; environmental education to overcome the climate crisis, ethical education to restore the public role of the church, education to form God's character, education to realize the village education community, education that promotes Christ's peace and Christ education that fosters consideration for multicultural individuals, and literacy education to prevent the negative impacts of digital media culture. Next, the plan to apply democratic citizenship education to Christian education is, first, to reduce human greed and restore God's creation order through environmental education that can overcome the climate crisis. Second, through ethics education to restore the church's public nature, it is necessary to restore the church's role for the church's moral empathy and publicity. Third, through the education that forms the God's character, it is necessary to form a mature character of faith in which personality and faith are harmonious and balanced. Fourth, schools, villages, and churches form a community through education that realizes a village education community so that the members of the village can obtain educational results. Fifth, through education that aims for the peace of the God Christians should be able to live as Christian democratic citizens who achieve peace in the kingdom of God. Sixth, through education that considers multicultural people, faith education that helps them overcome discrimination, exclusion, and hatred toward multicultural people with the love of Jesus Christ and seek a life of coexistence. Seventh, through literacy education that prevents the harmful effects of digital media culture, personal ability to read and write in media should ultimately be improved to the ability to practice socially.