• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.272-286
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• 2017

The division of the South and North of 70 years has occurred in the old generation, but the reunification is now handled by the youth generation. Therefore, it is necessary to train basic human nature as well as learning and research of rational political and economic theory in order for young adolescents as leaders in the unification era to carry out their own duties faithfully and responsibly. In this paper, I rediscover the value of traditional culture in the human nature education that aims for reunification, social and cultural integration, and propose tea culture as contents that can be applied to reunification and the human nature education of youth as reunification culture contents as a concrete program of traditional culture do.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.165-182
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• 2017

The purpose of this research is to examine So-Hak(小學) and Seodang(書堂) education, which were at the heart of child-adolescent education in Cho-Sun dynasty, and their implications on character education. In other words, this research is an attempt to review a traditional education from a modern character education perspective. So-Hak contains as major educational concepts Hyo(孝) and Kyeong(敬), guiding principles of daily lives. In this research, two basic concepts of So-Hak were reinterpreted from a modern perspective, namely, Soe-So-Eung-Dae-Jin-Tae(灑掃應對進退) and Ye-Ak-Sa-Eu-Seo-Su(禮樂射御書數). One of major implications of So-Hak lies on the habituation of what is learned, for habit leads to continuation of action, out of which the development of character emerges. As such, the role of habituation in character education is twofold, namely, basic educational content and method. Seodang is a school in which the teachings of So-Hak is realized. From an educational method perspective, Seodang's teaching-learning methods of reading, writing, and calligraphy methods were examined. As a result, three implications of So-Hak and Seodang were drawn, the habituation of what is learned, unification of knowledge and morality, and individualized learning based on one's own level.