• Smart Media Journal
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• v.13 no.4
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• pp.104-113
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• 2024

This study is a model study on the contents and methods of intercultural learning. Starting with a discussion of the intercultural learning model construct, it presents key contents important for intercultural learning and learning methods that can increase the effectiveness of intercultural learning. Also, we actually conducted the above learning program at the learning site and discussed the observations and results. It was a case study that allowed us to test the effectiveness of cultural intelligence theory, the latest theory that can improve intercultural competency. In addition, in order for the cultural intelligence theory to be effective in the learning process, it was found that the PBL method, which allows learners to solve problems on their own, rather than cramming education, is useful. Additionally, it was found that the ARCS model was also very effective in motivating and maintaining learners' continuous motivation. At this time, the instructor was also able to see that the effect increases when the role of catalyst becomes the main one.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.199-222
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• 2017

This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.55.1-55
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• 2001

• Archives of design research
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• v.11 no.1
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• pp.33-42
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• 1998

The movie, (Jurassic Park) made by ultramodern Computer Graphics has earned 100 million dollors admission fee in 9 days after opening release and has earned 3000 million dollors that add direct income to relative field income composed by fancy industry, theme park, and so on. If you compare the income with hollywood movies with ours total amount of export, you will know the contents industry scale Many countries weight on contents industry in national supports movies, now. All image softwares that have same target movies, computer game, animation, etc. compress to contents to entertainment and was expected to secure the superiority on the 21th ultramodern media industry. The one have hegemony 21th information period if how much have the contents by the dizital broadcasting. But meaning of intercultural communication play on important part more value of contents than value of political and economical aspect.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.337-346
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• 2014

The purpose of this study was to examine self esteem, interpersonal relations, and intercultural communicative competence on the cultural competence in nursing students. The design of this research was descriptive cross-sectional study. Regression analysis was the statistical method used for data analysis. There were significant positive correlations for self esteem, interpersonal relations, intercultural communicative competence and cultural competence in nursing students. Regression analysis showed that 18.2% of the variance for Cultural Competence was significantly accounted for Self Esteem, Interpersonal Relations and Intercultural Communicative Competence. The study's finding suggest the need for a cultural competency education programs designed to the appropriate grade level of nursing students. The finding's also suggest that education programs are necessary so that a nursing students can enhance there self-esteem, interpersonal relationships, and intercultural communicative competence.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.548-559
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• 2019

K-pop has gone through ups and downs for 30 years since it was introduced to China in the 1990s. As the trigger for the 'Korean wave', K-pop has become a business card of Korean pop culture, which is another popular culture that has culminated in China after the 'Western wave', 'Japanese wave' and 'Hong Kong.Taiwan's wave'. Its wide range of influences and long time are rare in the world, so it can be regarded as a typical example of modern intercultural communication. The paper takes 1988-2018 as the time interval, combs the process of K-pop's intercultural communication in China. Based on this theory, it can make an objective evaluation on the current situation of K-pop in China. Then this paper discusses the influence of K-pop culture on the current Chinese university students through a questionnaire survey, and puts forward some developmental suggestions from the perspective of Chinese people. In order to provide a theoretical basis and enlightenment for the study of K-pop in China.

• International Journal of Contents
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• v.16 no.2
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• pp.51-64
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• 2020

Interviews with 17 Korean American professionals living in Korea revealed the relationship between their status, cultural identities, social capital, and conflicts that arise between their understanding of American and Korean social norms. The findings indicate that social capital for Korean Americans in Korea largely comprises of their English community in Korea and the Seoul Global Center; and that their access to social capital in the Korean society, in general, is limited. As result of limited availability and accessibility of social capital, with a sense of superiority, they maintained their American identity. In terms of social control, their lack of motivation to adopt and follow Korean social norms, as well as them being from the U.S., limited changes occurred in their cultural identity. Extending previous research on the Theory of Intercultural Public Relations, the public's power allows them to maintain their cultural identity, which in turn, effect their communication process. Implications of these findings, as well as suggestions for future study, are discussed.

• Journal of Korean Classical Literature and Education
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• no.38
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• pp.201-238
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• 2018

As a way of enhancing the intercultural ability needed for diverse cultural eras, this study focuses on the "narration" of the Italian education scholar Maddalena De Carlo in order to determine the "diverse values" created by the "symbolic representation" based on the folktales narrated by immigrants living in Korea. Through this, it specifically presents educational elements and contents that can raise relative sensitivity. The authors of this paper have connected, empathized, and communicated with people of various cultures in order to go beyond Carlo's discussion. The paper discusses the expansion of cultural sensitivity as an element of education through narrative topics using the folktales of immigrant narrators in Korea. It also recognizes the limitations of a desire for a homogeneous union within an intercultural society and thus formulates educational contents for creating a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and a consideration of the surface and the back. This is systemized in six steps. Step 1: Listening to oral folktales of immigrants, Step 2: Finding heterogeneous motifs imprinted in the immigrants' memories, Step 3: Understanding the meaning of the opposing qualities symbolized by heterogeneous motifs, Step 4: Creating narrative topics containing the key motifs, Step 5: Generating the value of symbolic representation as a narrative topic, and Step 6: Expanding the value of life into a cultural symbol. In Chapter 3, this study focuses on educational contents using immigrants' folktales by applying these six steps. The class contents include the recognition of the limitations of desire for a homogeneous union within an intercultural society and the consideration of how to create a relationship with heterogeneous ideas through the elimination of communication barriers through heterogeneity and consideration of the surface and the back. This paper then compares the Indonesian folktale, The Inverted Ship Mountain and the Mom's Mountain, with the world-famous Oedipus myth, to determine what the symbolic representation of these heterogeneous motifs is. In Step 6, when the symbolic system is culturally extended, the incestuous desire that appears in the "inverted ship" is interpreted as a fixation that was created when the character sought to unite with homogenous idea. The Cambodian folktale, The Girl and the Tiger, is a story that is reminiscent of the Korean folktale, The Old Man with a Lump. Through the motif in "Tiger," this paper generates a narrative topic that will enhance the students' intercultural abilities by culturally expanding their skills in how to relate with a heterogeneous being that is usually represented as an animal. The Vietnamese folktale, The Coconut Bowl, similar to the Korean folktale, GureongDeongDeong SinSeonBi, is a story that draws a variety of considerations about the surface and theback, and it shows readers how to build a relationship with a heterogeneous idea and how to develop and grow with such a relationship. Thus, if a narrative topic is generated and readers are able to empathize using an opposing feature formed by the core motif of the folktale, it becomes possible, through immigrant folklore, to construct a possibility of a new life through the formation of a relationship with an unfamiliar and heterogeneous culture.

• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• International Journal of Contents
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• v.8 no.3
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• pp.64-70
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• 2012

The purpose of this paper is to give some crisis communication strategies for effective cooperation and coordination among the countries in global society. Based on the theoretical discussions, in this paper, five strategic recommendations toward improving crisis communication are offered as follows; First, it is necessary that a small, dynamic team for global crisis communication function be established among the nearby countries. Second, for understanding the neighboring country's crisis situation, it is needed that the common crisis communication organizations which play an important role of disseminating accurate information and giving the collaborative efforts in each country have to be made. Third, for effective crisis management, an appropriate infrastructure that includes open and effective communication channels among different levels and across organizations must be in place. Fourth, mass communication should fulfill a variety of functions in society and provide information, interpretation of events, and its influence, etc for cooperating and coordinating the crisis management. Fifth, to acquire a correct understanding of the bordering country's crisis and calamities, intercultural education program should be established in the crisis communication system.