• Hwankyungkyoyuk
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• v.8 no.1
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• pp.138-150
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• 1995

The quality of environmental education in school depends on the quality of environment teacher, who develops his/her ability through avalible courses such as in-service training and communication et al. This study was performed with the questionnaire to 179 teachers who participated in certificate in-service training for [Environment] subjects on winter of '95 and summer of '96. The questionnaire included 28 items, which could be categorized 5 parts : the environmental consciousness of teachers, their awareness of environmental education in schools, the reason of participation, the limits and requirements of learning field, avalible teaching and learning methods. The improvements and suggestions derived from this study are summarized as follows: First, it is necessary to differentiate in-service training concerning environment, because the motive of teacher's participation is diverse and is not always suitable to the purpose of certificate in-service training for [Environment] subjects. Second, the teaching contents and programs of certificate in-service training for [Environment] subjects have to be various according to the characteristics and major subjects of teachers. Third, it deserves special emphasis that the field trips and survey for the experiential study in field is supplemented in the teaching contents and programs of certificate in-service training for [Environment] subjects. Also, it is necessary to strengthen the environmental ethics and philosophy in the teaching contents and programs.

• Journal of the Korean Geographical Society
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• v.33 no.3
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• pp.411-433
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• 1998

This paper examines how Nietzsche, criticizing anti-naturalist philosophies, reformulated concepts of nature and human nature, and revaluated them from the perspective of naturalism. Especially, it focuses on his task for naturalistic ethics to naturalize nature and to place man back into nature. This paper also tries to reinterpret his attempt to transfer the concept of justice from the metaphysical realm to the naturalistic one, which seems to give some important insights to develop theory of environmental justice, while pointing out some limitations in his naturalistic concept of justice.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.26-39
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• 1998

The ‘Ecosystem St Environment’ subject is included in the 7th revised curriculum for high schools in Korea, which ‘Environmental Science’ subject in the 6th curriculum was changed to. The 6th curriculum was announced in 1992 and has been applied till now, and the 7th revised curriculum was announced in the late of 1997 and will start to be applied in school education from 2001. The ‘Ecosystem & Environment’ subject is an integrated subject for liberal arts and science, which deals with environmental problems with approaches of natural science and social science. Its significance lies in understanding and solving environmental problems, and thus improving the quality of human life. And it is aimed to achieve the goal of environmental education in connection with ‘Environment’ subject in middle schools, which is one of the three optional subjects. This subject consists of six domains: human being and environment, ecosystem and environment, environmental pollution, global environmental problems ＆ their measures, environment and society, and environmental preservation. Compared with ‘Environmental Science’ in the 6th curriculum, in this subject less emphasis is put on environmental technological approach and more emphasis is put on environmental ethics and environmental social approach. On the contrary, one unsatisfactory point is as the following: locally integrated solutions of environmental problems are omitted: the organization of the textbook is more or less sporadical and sometimes overlapping; practical solutions are not concrete in writing the textbook and teaching it. The ‘Ecosystem & Environment’ subject which has been organized with new contents according to the 7th revised curriculum for high schools will be successful in achieving the given goal only when a lot of high schools select this subject and are taught effectively.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.66-78
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• 2008

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum various teaching and teaming methods for each lesson are introduced. Thus, this re- search is very practical for elementary school teachers who are planning to teach environment in their classroom.

• Hwankyungkyoyuk
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• v.15 no.2
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• pp.49-60
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• 2002

This is a comparative study on environmental education curricula in the forest sciences of korean and german universities. The purpose of this study is to identify the developmental process, structure and content of environmental education(EE) explained by the forest sciences curricula from the two countries and to offer a simultaneous comparison, focusing on the four social variables and seven criteria of comparability in environmental education curricula. For the purpose of this study, the cross-disciplinary approach of George Z. F Bereday was employed. Environmental education curricula of two countries was analysed in the social context through the four phases of comparative procedure; the description, interpretation, juxtaposition and comparison. EE has been taught in the forest sciences of Korea and Germany since the middle 1990s. In forest sciences of two countries, EE was developed in relation to social needs and considered as a form of forest policy. Both korean and german forest sciences curricula include EE for the students to understand the theories and practices of EE as the application of the forest science. In process of EE, the students of two countries develop EE programs. German curricula have more seminars and practices than korean curricula. And various experts participate in education programs. The forest sciences of Korea focus on Environmental Interpretation which raises the quality of visitors' experiences in forest recreation. Contacting with nature(lived experiences) is a important factor in Korean EE. On the other hand, the forest sciences of Germany focus on forest education as a form of public relations and also as a form of EE. In Germany, there are various approaches to forest education; philosophy, ethics, psychology, natural science, forest policy, forest history, education and so on. Forest education includes the multiple levels.

• Journal of Environmental Health Sciences
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• v.45 no.4
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• pp.340-357
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• 2019

The purpose of this paper is to help develop a comprehensive understanding of the humidifier disinfectant disaster from diverse perspectives based on a critical review of the relevant academic research papers published so far in the fields of both natural and social science. The authors reviewed pertinent articles in the six academic areas of law, social science, humanities, medicine, toxicology, and environmental health. A proper understanding of the issue of humidifier disinfectant is a challenging task because diverse aspects of it have become related over the more than two decades since such products were first released to the market in 1994. Technical and esoteric issues such as the complex system for relief and compensation for health damages and the approval of chemical toxicity are known to be major impediments to viewing the bigger picture regarding this tragedy. The authors believe that experts need to consider a comprehensive perspective going beyond their individual research arena to gain a better understanding of this issue, especially since it was an alarm signal on ethics and the role of experts and scholars in Korean society. Besides the two professors arrested by the prosecutor's office, it should be remembered that medical doctors recommended patients use humidifiers and disinfectants, and the media was inactive in reporting on this issue. Furthermore, the current paucity of examination of the social and political implications of this tragedy calls for more active engagement by researchers in the humanities and social sciences. In this regard, this paper is a work of self-examination and self-criticism by the authors that could resonate with the overall academic community.

• The Journal of Korean Philosophical History
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• no.28
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• pp.35-60
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• 2010

In this paper, the researcher investigated the relationships between nature and humans through I-Ching(『周易』) from the perspective of environmental ethics. I-Ching(『周易』) is a literature which has been quoted so frequently as a desirable alternative for environmental issue. The researcher closely reviewed how the relationships between nature and humans had been defined in I-Ching(『周易』) and developed the discussions focusing on what humans could and should do for nature. Nature makes up for the portion of extinction through endless birth. By giving birth for a new life continuously, and complementing the portion of extinction at the same time, nature is being maintained and preserved. In the side of nature, extinction and birth are equal, meanwhile, the sage who wrote I-Ching(『周易』) had held the concept of anxiety worrying that the whole living beings would be extinct, therefore, the sage wrote I-Ching(『周易』) in the aspects of birth. For nature has always been maintained and preserved in its own cause, there is no chance of nature being destroyed by itself. Human is one living being amongst all things created by nature, and at the same time, humans had been endowed with a position which is one among SanCai(三才). Nature had given humans responsibility and duty according to their position, but humans neglect to perform their responsibility and duty indulging in enjoyment of their position. Because humans have only enjoyed their position which is the critical one amongst SanCai (三才), this failure has resulted in destruction of nature. It shall be necessary for humans to enjoy their position to a certain extent, in the meantime, however, they should discharge those responsibilities and duties in order for forming and nourishing powers of Heaven and Earth. Although it is the humans that have destroyed nature, they can also provide nature with help to give birth to a new life. Reason for humans have destroyed nature is that they forgot their responsibility and duty having been concealed by their selfish desires. If humans get rid of their selfish desires, and fulfill their given duties and responsibilities, nature shall become revitalized again.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.172-180
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• 2024

Since the beginning of 2015, corporate social responsibility (CSR) models have been changing in connection with the trend towards the transition of joint value creation of corporate activities and consideration of stakeholders' interests. The purpose of the academic paper lies in empirically studying the current practice of social responsibility of transnational corporations (TNCs). The research methodology has combined the method of qualitative analysis, the method of cases of agricultural holdings in emerging markets within the framework of resource theory, institutional theory and stakeholders' theory. The results show that the practice of CSR is integrated into the strategy of sustainable development of TNCs, which determine the methods, techniques and forms of communication, as well as areas of stakeholders' responsibility. The internal practice of CSR is aimed at developing norms and standards of moral behaviour with stakeholders in order to maximize economic and social goals. Economic goals are focused not only on making a profit, but also on minimizing costs due to the potential risks of corruption, fraud, conflict of interest. The system of corporate social responsibility of modern TNCs is clearly regulated by internal documents that define the list of interested parties and stakeholders, their areas of responsibility, greatly simplifying the processes of cooperation and responsibility. As a result, corporations form their own internal institutional environment. Ethical norms help to avoid the risks of opportunistic behaviour of personnel, conflicts of interest, cases of bribery, corruption, and fraud. The theoretical value of the research lies in supplementing the theory of CSR in the context of the importance of a complex, systematic approach to integrating the theory of resources, institutional theory, theory of stakeholders in the development of strategies for sustainable development of TNCs, the practice of corporate governance and social responsibility.

• Journal of Science Education
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• v.48 no.2
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• pp.111-120
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• 2024

The purpose of this study was to develop and implement a wetland education program using ecotourism and investigate its effect on middle school students' environmental literacy. The wetland education program was developed by analyzing the 2015 revised curriculum and integrating content from science, social studies, ethics, technology, and home economics. The subjects of this study were 49 second-grade middle school students in Jeju City. The analysis revealed that the wetland education program using ecotourism improved environmental literacy in both the cognitive and psychomotor domains. In particular, the students' awareness of the 'causes of climate change' and 'responses to climate change' appeared to have increased. Although environmental literacy in the affective domain did not improve, there were positive effects in specific areas, such as attitudes toward pollution and proactive behavior. Based on the results of this study, follow-up research should further explore using ecotourism as an effective method to enhance wetland education.