• Journal of Service Research and Studies
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• v.8 no.3
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• pp.51-62
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• 2018

This study examines several evolutionary and alternative aspects of the system of existing education and suggests a more specific approach to the development of recent education that has evolved to the recent service economy era and a new approach to the human capacity of the World Economic Forum (WEF). We propose a stage of education system. We will change the meaning and choice of the job according to the rapid development of the 4th Industrial Revolution. Future occupational education also needs to be changed according to the expectation that job movement will happen frequently. The new education requires a model to prepare for the phenomenon of various convergence as technology collapses with the existing culture. And a higher-level educational philosophy is needed for human competence and the environment to actually connect industrial and social issues. The purpose of this study is to show the necessity of introduction of New Service Learning as a new system of education for super mobility. New Service Learning can be divided into five concepts: Innovation, Modernity, Sustainability, Humanity, and Technology. In future research, it is necessary to complement the research by empirically analyzing the concept of New Service Learning.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.313-320
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• 2022

Recently, the keyword 'convergence' has emerged in the education field. The voice of demand for the humanities is also increasing. The range of convergence of the humanities is gradually spreading to various fields such as science, technology, engineering, and the arts field. And also, the trend is to nurture the future creative convergence talent with logical, comprehensive, and creative thinking through the fusion of humanities, scientific, and empirical theories. Myths and legends contain the content of humanity's culture creation and deal with matters such as religion, philosophy, art, and science. Therefore, through the consciousness of the ancients who lived in the so-called convergence era when academic differentiation did not occur, it will be possible to reflect on the appearance of sages. In this paper, we propose a method for educating Chinese culture through the analysis of by Wen Yi-Duo, a famous Chinese scholar. He sought to find the origin of Chinese culture through myths and legends and to find national identity by restoring the concept of national culture in the period of origin. The myths and legends of China are closely related to the cultural phenomena of modern China, which will further enhance our understanding of China.

• 한국노년학
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• v.40 no.2
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• pp.269-289
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• 2020

The purpose of this study was to analyze the policy and programs of the Seoul50Plus Foundation and to propose policies and programs to promote active aging of middle-aged and elderly people. A single case study was utilized as a research method. The analysis framework of case was approached with four frameworks: the context of policy and program, ideology-goal analysis of policy and program, supplier and customer analysis of policy and program, and process and domain analysis of policy and program. The analysis data included the homepage content of the Seoul50Plus Foundation, related 50+ policy and program data, active aging research papers at home and abroad, and presentation and meeting materials. The results of the research showed that the policy and program background and environment were essential elements for responding to environmental changes in the aging society. In terms of the philosophy-goal, job creation, social participation, and approach to life design were systematically carried out for the ideology of 'creating a new life vision' and promoting active aging. In terms of subject-target, the subject of policy implementation is systematically composed of three stages: 50+ foundation, 50+ campus, and 50+ center. The target was limited to 50+ generations(age 50~64) and had a problem that is limited to applicants. In the process-area analysis, programs such as educational support, work and entrepreneurship support, counseling information, and new-age cultural creation activities were designed to increase added value according to the characteristics of the middle-aged people. In conclusion, the future Seoul50Plus Foundation's policy and lifelong learning programs need to be systematically promoted through cooperation with businesses and universities, expanding the target audience, matching the characteristics of the middle-aged and elderly, and linkage among programs.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.856-869
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• 2006

J. J. Schwab is usually considered as the founder of the concept of scientific enquiry, perhaps the most important key word of science education of the 20th century. Mainly through the method of literature review, this study reappraises Schwab's life as a science educator as well as a curriculum scholar, and his ideas concerning several important issues about science and science education. Like other eminent science educators, before the 1950s, who were originally talented scientists but later became engaged in educational activities, Schwab were trained and known as a genetic scientist, but later he concentrated on university reform, curriculum studies and science education. His academic interest was very diverse across different disciplines, from biology and science in general to history, philosophy and education. The essence of his theory of scientific enquiry was 'to teach science as science', and the best way to do it was 'to teach science as enquiry'. With enquiry, however, he tried to deliver some important but differentiated meanings, for example by distinguishing 'science as enquiry' and 'teaching as enquiry', and 'static enquiry' and 'fluid enquiry'. Scientific enquiry was the core concept upon which many of his ideas concerning science education and education in general were based, such as the diversity of science, textbooks, curriculum and roles of teachers. In summary, Schwab can be characterized as a rational reformist of science education, who tried to identify the very nature and goals of the discipline and to bring its substantial changes with concrete and practical guidelines. Nevertheless, some of his ideas, like the diversity of science and conceptual invention, have been handed down by his followers frequently with considerable distortion.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.177-190
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• 1999

This study has been conducted on the basis of the literature review of Nursing Education Research in China from 1990 through August 1998. Its purpose was to support the basic data of nursing education which is risen as major revolutionary of nursing in China and those for exchange of information between Korea-China nursing education. It is retrospective and descriptive research analyzing one hundred eighty articles published in The Journal of China Nursing. The results of the study were as follows. 1. Only 33.3% of the professors of Technical Nursing School who have played of major role of nursing education in China have carried out the study related to nursing education. Baccalaureate program professors have marked 22.2% of all studies, and diploma program professors have done 12.2% of all. Therefore, the professors of above the diploma program have done total 44.4%. It explains that the professors of baccalaureate and diploma programs have done more studies related to nursing education than those of Technical Nursing School. 2. In terms of the study design, most of the studies(38.8%) were case studies introducing the curriculum contents that were done at education institutions. And then, 28.5% were reviewing the articles, and 15.6% were descriptive studies. 3. In terms of the content of the study, 38.3% were relevant to education of Technical Nursing School, 15.0% were about baccalaureate education, and 10.4% is about diploma. 4. To analyze the specific contents of the studies ; a. In baccalaureate program, human resources (professor or teaching), course extension, lab, classes, teaching method, education philosophy, goal of education, evaluation method, and human resource development were included. b. In diploma program, teaching contents evaluation method, teaching method, and educational system were included c. In the technical school, there were qualification of professors , teaching method, evaluation method, opening the courses, teaching contents, goal of education and so on. d. Beyond these, there were practice guidance and appraisement, teaching method, and opening new courses which were not specially indicated as educational curriculum and score management as continuing education. What is above tell us that the study regarding development of university system has been progressed actively and widely. It has been for the effort of revolution which based on the China government force to reform of nursing education process during last 10 years. On the base of the result, we suggest the following questions and the alternatives. 1) Since most articles are case studies related to teaching methods and the others doesn't propose the research method. the study which is applied more exact research method is needed. 2) No study is regarding social change and health policy. Because University program, founded in 1983 is on the beginning point, the research about curriculum have to be taken as a top priority as well as to reflect social needs which are based on social changes and national health policy 3) Only one review article study tells nursing Human resource. To appear in large numbers in nursing manpower, avoid the present hospital nurses training system. Then, the study for manpower development which is able to accomplish in many fields has to be advanced. 4) Most studies did not have literature review processes, so it was impossible for researcher to know the past study tendency and there is no relation among studies as to same subject, the education about research method is needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.376-387
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• 1999

Purpose : To provide fundamental data to present further direction of education on Nursing Ethics by investigating the status of Nursing Ethics education performed at 4-year-Colleges of Nursing. Korea. Methods : A descriptive survey study The data collected from 28 universities through a questionnaire to examine the status of Nursing Ethics education in Korea. Results : I. Teaching Nursing Ethics class as a independent subject-6(21.4%) universities. 1) The average of 23.67 hours(2 credits) in the total educational hours. 2) Teaching method-theoretical class, discussion of case study, discussion of related issues, presentation of video tapes and discussion, team education, role play, and submission of reports. 3) Education contents-Nursing profession and ethics, the dignity of human life, necessity of bioethics, ethical theory and refutation, code for nurses, ethical issues between nurses and patients, nurses and co-workers, and nurses and nurses 6 universities 4) 5 universities-Included ethical decision making, artificial insemination, external insemination, artificial abortion, organ transplantation, brain death, human subject of study suicide, and euthanasia. II. Teaching Nursing Ethics as an inclusive theme in other subjects-22 (78.57%) universities. 1) Educated in Introduction of Nursing (14 universities), Nursing Management, Nursing Ethics and Philosophy, Special Nursing, Nursing and Law, and Professional Nursing. 2) Educational course-Taught in freshman level at 14 universities, average 9.32 education hours. Conclusion: Showed not only that universities, not operating Nursing Ethics as a independent class, unreasonably operate and assign too many contents in comparing with its education hours and are likely to become only a cramming education but also professors whose major is not Nursing Ethics presently in charge need to take a chance to supplement their knowledge and teaching method.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.187-209
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• 2017

The purpose of this study was to highlight the necessity of a conceptual reestablishment of world university evaluations. The hitherto most well-known and validated world university evaluation systems such as Times Higher Education (THE), Quacquarelli Symonds (QS) or Academic Ranking of World Universities (ARWU) primarily assess big universities with quantitative evaluation indicators and performance results in the rankings. Those Systems have instigated a kind of elitism in higher education and neglect numerous small or local institutions of higher education, instead of providing stakeholders with comprehensive information about the real possibilities of tertiary education so that they can choose an institution that is individually tailored to their needs. Also, the management boards of universities and policymakers in higher education have partly been manipulated by and partly taken advantage of the elitist ranking systems with an economic emphasis, as indicated by research-centered evaluations and industry-university cooperation. To supplement such educational defects and to redress the lack of world university evaluation systems, a new system called 'U-Multirank' has been implemented with the financial support of the European Commission since 2012. U-Multirank was designed and is enforced by an international team of project experts led by CHE(Centre for Higher Education/Germany), CHEPS(Center for Higher Education Policy Studies/Netherlands) and CWTS(Centre for Science and Technology Studies at Leiden University/Netherlands). The significant features of U-Multirank, compared with e.g., THE and ARWU, are its qualitative, multidimensional, user-oriented and individualized assessment methods. Above all, its website and its assessment results, based on a mobile operating system and designed simply for international users, present a self-organized and evolutionary model of world university evaluation systems in the digital and global era. To estimate the universal validity of the redefinition of the world university evaluation system using U-Multirank, an epistemological approach will be used that relies on Edgar Morin's Complexity Theory and Karl Popper's Philosophy of Science.

• The Journal of Korean Philosophical History
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• no.29
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• pp.153-178
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• 2010

The aim of this research was to examine the traditional Confucian view of self-realization in East Asia and the meaning of life implied therein. The researcher closely reviewed the phase of self-realization of both Confucius and Mencius who are central in Confucianism, especially in the primordial Confucianism, and after investigating maturity of personality as well as educational characteristics thereof, the researcher tried to elicit its modern significance. In Analects, Confucius who is the founder of Confucianism mentioned about 'the pleasure of studying and practicing what he has learned'(學而時習 "Hagisiseup" in Korean), since after, his past was then just the process of self-realization that lasted throughout life. That is, the six phases of self-realization, to wit, 'bending on learning(志學, "Jihak")-'standing firm'(而立, "Irip")-'having no doubts'(不惑, "Bulhok")-'knowing the decrees of Heaven'(知天命, "Jicheonmyeong")-'ear being obedient organ for the reception of truth' (耳順, "Isun")-'able to follow what my heart desires without transgressing what is right'(從心, "Jongsim"), are lying hidden and undeveloped during lifetime, and, at the same time, these phases illustrate the state of enlightenment of life in an in-depth manner. By showing the process of living which is being sublimated in respect of quality, and by going through important process of self-innovation up to six times during lifetime, Confucius edifies us the activity of complete self-realization as well as the importance of education and learning. Meanwhile, these are connected to Mencius in a similar pattern, and strong influence of the characteristics of the learning of the mind and heart( 心學, "Simhak") based on his philosophy permeates the self-actualization phase of Mencius. Mencius' self-actualization phase is expressed in terms of six stages, viz., Person of Goodness(善人, "Seonin")-Trustworthy Person(信人, "Sinin")-Person of Beauty(美人, "Miin")-Great Person(大人, "Daein")-Sage(聖人, "Seongin")-Divine Person(神人, "Sinin"), and these six phases of self-actualization process are educational and learning model for people who dream actualization of perfect personality during their lifetime. Confucian and Mencian view of self-realization congruent with self-discipline internally, and it also reveals a stereotype of human externally. These are a process of performing organic ideals in order for cultivating oneself and regulating others(修己治人, pronounced 'sugichiin' in Korean) which has been pursued by Confucianism. Briefly, these self-realization phases are the arts of living that will lay foundation for "Being Born Human, pronounced Saramim' in Korean" and for becoming "Fully Human, 'Sarmadoem'" and finally for "Human Feelingness, 'Saramdaum'

• Korean Journal of Heritage: History & Science
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• v.53 no.3
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• pp.42-61
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• 2020

Even though research on heritage interpretation has been conducted steadily since the mid-20th century, the actual concept of such interpretation has not been clear. In The ICOMOS Charter for the Interpretation and Presentation of Cultural Heritage Sites, which is a leading international standard of heritage management, the definition of heritage interpretation is still vague. Also, defining its concept is tricky because it is based on the 'situation,' which could change at any moment. Therefore it seems that previous research has focused only on the social function of heritage interpretation. Since socio-philosophy research has become increasingly crucial in heritage studies, the concept of heritage interpretation needs to be precise. Therefore, this paper looks at research history chronologically, divides its social role into two different branches, and finally reifies the definition of the concept. Two social values of heritage interpretation can be distinguished as 'modern heritage interpretation,' and 'inclusive interpretation.' Modern heritage interpretation directs studies into conveying heritage's value to the public as measured by a few experts. It is an educational and communicative role. Inclusive heritage interpretation focuses on seeking comprehensive recognition of diverse values and finds ways to promote reconciliation among multiple stakeholders of heritage. Even though these two functions have developed in different social backgrounds, it is apparent that both have been generated in an unclear, overlapping, and complicated context. The concept of heritage interpretation is too complex to simplify as 'interpretation' itself. This paper defines such interpretation as 'all activities involved in the process of value creation of heritage.' Two social values relate to the concept of 'interpretation': they all have a common recognition of fundamental characteristics of heritage. This is used to establish a collective identity in society. However, it is more appropriate to conceptualize inclusive heritage interpretation as 're-interpretation' because it denies modern heritage interpretation and identifies new negotiated value.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.