• Cross-Cultural Studies
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• v.48
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• pp.107-133
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• 2017

This study compares the history of modern Korean literature written in China with the history of South Korean literature, the history of North Korean literature and the history of national literature, explores aspects of narrative and therefore examines transcultural practice presented in such texts. There have hitherto been approximately 25 works on the history of Korean literature written in China, and 16 of 25 works are on the history of modern Korean literature. Regarding their purpose, the number of pedagogical works outstandingly exceeds the number of research works. In terms of perspective and contents, it can be divided into three categories; one that only embraces the history of South Korean literature, another embracing the history of North Korean literature only and the other embracing the history of South Korean and North Korean literature. This study has selected representative texts from each category and compared recognition and narrative aspects to that of the history of South Korean literature, the history of North Korean literature and the history of Chinese literature. It further examines loci of definitions' transfer and formation as well. As a result, this study reveals valuable understanding of recognition and narration of the history of Korean literature. First, this study offers an introspective attitude, as the history of modern Korean literature accentuates influence of only Western literature, overlooking influence of Chinese literature. Second, this study proposes a new narrative perspective on the history of Unified Korean literature through independent and objective identification of the history of North Korean literature. Last, it emphasizes popularization of literature - aside from pure literary-centrism - and expands possibilities of embracing distinct works relevant to multimedia.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.219-228
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• 2021

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.

• Korean Medical Education Review
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• v.8 no.1
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• pp.13-22
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• 2006

인문학은 인간에 대한 깊은 성찰과 세계에 대한 폭넓은 조망에서 잉태한다. 이런 인문학 교육은 인문대학만이 아니라 전반적인 의료교육 현장에 접목되어야 한다. 따라서 인문학 역시 현실을 도외시한 언어유희가 아니라 현실속의 사회 문화적 통로를 접근하는 방식으로 도입되어야 한다. 인문학적 성찰은 전문가만의 소유물이 아니다. 특히 의료인문학적 성찰은 죽은 몸이 아니라 살아 있는 몸을 다루는 임상행위의 전제이다. 이렇게 살아 있는 생명의 몸을 다루는 의학 부문에서 과학적 설명의 적용범위와 그 실현가능성은 아직 충족되고 있지 않다. 이는 과학탐구 대상으로서의 톰과 증상과 치료의 대상으로서의 구체적인 의학적 몸 사이의 간극이 있음을 무시할 수 없다는 점이다. 인문학적으로는 설명 장르의 몸에서 제외된 이해 장르의 몸이 다시 조명되어야 한다. 정확히 말하면 설명 장르와 이해 장르가 통합되어야 한다는 뜻이기도 하다. 이러한 인문학적 반성이란 추상적 이론으로 그쳐서는 안 되며, 의학과 의료 현실에 어떻게 실천적으로 적용가능한지를 질문하는 일이다. 이 논문에서는 그 적용사례로서 증거중심의학(EBM)과 문제기반학습(PBL)를 다루었다.

• Proceedings of the Korea Contents Association Conference
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• 2003.05a
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• pp.74-87
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• 2003

A model of STS (Science-Technology-Society) creativity education program for the gifted and talented children has been developed, based on GENEPLORE thinking process and Knowledge development theory. The GENEPLORE creative thinking process, developed by Finke et al. (1990, 1992), has two phases such as generative phase and exploratory phase. And The knowledge development theories of Piaget (1977) and Gallagher(1981) assume that knowledge-bases are developed on the basis of empirical as well as reflective abstraction, which could imply that knowledge-bases are crucial in creative thinking process. The creativity education model for the gifted and talented of the present study attempted to integrate 'the individual, creative thinking process, and social/scientific technology' by employing topics of the science-technology-society such as computer, network, biotech, robot, e-business, e-education, e-health, nanotech and entertainment and the structure and contents of the program are proposed

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Cartoon and Animation Studies
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• s.31
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• pp.29-55
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• 2013

In the contemporary modern society, information and knowledge generate a set of new social values. These changes demand a transformation not only in socio-cultural and educational spheres, but also, specifically, in the field of culture and art education. Culture and Art education emphasizes the integration and cross-discipline of other related fields which have great impact on culture and arts. This study applies theoretical analysis of Animation education in the context of culture and art education. Animation education takes an interdisciplinary approach to integrate various subjects in the field of culture and art education. Animation, as a form of culture and art education, plays an educational role in the social classroom. Animation education should be developed and expanded to become a regular classroom course. The goal of Animation education is to pursue and develop a connection with other educational courses of study. In order to strengthen the role of Animation education, we should first re-structure the pedagogical role of Animation education. Secondly, Animation education needs to become a diversified and popularized education. Third, the cultivation of creative human resources is considered of vital importance to Animation education. Finally, the expansion of infrastructure and the establishment of a comprehensive support system for Animation education has to be established.

• Journal of Korean Philosophical Society
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• v.123
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• pp.87-110
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• 2012

The kitsch was emerged from the people's cultural desire in the conditions of the various duplicating technology, the capital economy system, and the civil revolution in the western modern mass society. But it is underestimated constantly because of the conspicious consumption and the aesthetic inadequacy. Even though some kitsches are elevated to the 'kitsch arts' in the historical description of the modern arts, still the most of kitsches are remained as 'just kitsches' and excluded from the aesthetic research according to the double standard. In this essay, I research for whether anti-kitsch theory is convincing theoretically and practically. Anti-kitsch theory criticizes the kitsch on the basis of the modernist aesthetics, in which the 'fine art' provokes the aesthetic pleasure in the disinterested contemplation. But kitsch purposes for the sensual gratification and the sentimentality. So the anti-kitish theorists conclude that the kitsch is the bad taste. In critically analyzing the argumentation of Greenberg's. Kaplan's and $C{\tilde{a}}linescu^{\prime}s$, I refute the privileged prejudice of the ideal critic. They don't justify the criteria of the classification of 'art'/ 'kitsch'. They supplement the economical and the political grounds for the evaluative theory of the kitsch. But the argumentation of the kitsch is consumed conspicuously and results in the unlettered masses is not sufficient. People produce and enjoy the kitsches in the various ways. People envelope the genres, styles and media of the kitsches and they try to suggest the new horizon of the popular aesthetics. So anti-kitsch theories cannot be accepted because they adhere to the elitism and formalism. The exclusion of the kitsch is the derogation for people's taste. Also they didn't reflect the contemporary cultural practice and the aesthetic needs in the system of post-art. The alternative aesthetics of the kitsch is the topic of my next essay.

• Journal of Science and Technology Studies
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• v.10 no.1
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• pp.1-25
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• 2010

The purpose of this research is to introduce Langdon Winner's views on technology and to evaluate his theory in terms of the future direction of philosophy of technology. First, an attempt to situate Winner's idea in the history of philosophy of technology will be made. Second, details of Winner's position concerning technology will be demonstrated. His understanding of technology, diagnosis of modern technological society, evaluation of contemporary philosophical discourse on technology, and his own suggestion for overcoming problems of the technological society will be presented respectively. Third, Winner's philosophy of technology will be evaluated. The reflective examination of philosophical theories and concepts, recognition of the practical task of philosophy of technology as an applied philosophy, and the attempt to communicate and involve the public will be suggested as the merits of Winner's philosophy, as well as the future direction that philosophy of technology should take.