• Proceedings of the Korean Quaternary Association Conference
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• 2006.11a
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• pp.10-11
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• 2006

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.711-720
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• 2010

The geography education in korea has contributed to citizenship education since the late 19th century. But today geography has seen crisis in the school curriculum. In order to overcome this crisis we investigate educational implication of social change. Based on M. Poster's theory of mode of information, we examine changing nature of knowledge and its implication on school. These aspects ret1ect teenager culture and emotional aspect of geography education. However we needs support from the national ethos. We suggest a few directions of geography education, contribution of cultural landscape to korean identity, housing and land justice, future cities, geopolitics and culture area.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.921-933
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• 2012

This paper tried to derive a GIS curriculum in geography and the estimation of the number of faculty members to teach GIS. To do this, geography departments of universities in Korea and the United States were compared based on the number of faculty members and the main structure of a GIS curriculum. Five universities of NCGIA and UCGIS in the United States and 27 universities in Korea were selected, and their GIS programs were analyzed on GIS curricula, the size of faculty, and program management. The US geography programs typically provide both GIS majors and GIS certificate programs, but Korean geography programs do not. At least, seven GIS courses(21 credits) are required for fulfillment of major degrees in the U.S., but only two courses(6 credits) are required in Korean geography programs. As far as the size of GIS faculty, it averages less than 25% of entire geography faculty in Korean universities, while it takes up about 31% in the U.S.. In this paper, the establishment of 19 GIS courses was suggested as a GIS curriculum for partial fulfillment of a geography major, and two GIS faculty members were recommended to maintain a stable GIS program of geography departments. The enhancement of GIS curricula and faculty size can provide geography graduates with more opportunities for employment and better react to diverse GIS-related public demands, which are important for the successful future of geography programs.

• Journal of the Korean Geographical Society
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• v.38 no.4
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• pp.640-656
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• 2003

This study is to focus on the National Curriculum and the Geography National Curriculum in England. First, it is studied the background of the National Curriculum establishment by the Education Reform Act(1988) in England where had been carried out curriculum policy allowing teacher to plan curriculum in school level for a long time. Secondly, the background of included Geography in the Foundation Subjects is investigated. Thirdly, the structure of the National Curriculum and the improvement of the Geography National Curriculum from the 1991 version to the reviewed versions of 1995 and 2000 are explained. And finally, the impact of the National Curriculum on geography education in curriculum planning in school level, teaching material and the status of school geography is explored.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.935-955
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• 2016

This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.873-892
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• 2016

2015 was the seventieth year from the liberation and the division of Korean peninsular. Although the research on the unification has been performed in various interdisciplinary fields since the liberation of Korea, the geographic research on the unification based on the space stays in a minority. It is time to wrap up the literatures and discourses centered on geography for preparing the unification and taking a view of Korean territory of future unification. The starting point is to define the concept of the geography for unification and give careful consideration to the geographic research trends related to the unification that has been achieved since the liberation of Korea. The geography for unification should be understood in the concept of time and space. First of all, the geography for unification can be composed of the stages such as the research for unification, the research for unification impact, the research for united Korea, and the geopolitics of East Asia under the concept of time. It also can be divided into the regions such as Korea, North Korea, borderlands between North Korea-China and North Korea-Russia including South and North Korea, and North East Asia and Pan Pacific Ocean. The geographic research on the unification embracing the concept of time and space can be defined as the geography for unification. The purpose of this study is to elicit the concept and the research field of the geography for unification in the perspective of discourse, investigate the research trends by geographic themes, and suggest the agendas of the geography for future unification.

• Journal of the Korean Geographical Society
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• v.42 no.2 s.119
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• pp.218-242
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• 2007

This paper is to consider the developmental process of Korean geography on the context of socio-spatial transformations of Korea, and then to suggest briefly its alternative visions. The development of knowledge including geography seems to be made under imperatives of social functions and structure in a given period, and knowledge in turn gives power for a further development of society. Modem geography in Korea has progressed on the context of capitalist development of Korean society which can be divided into two phases, that is, the period of developmentalism and that of neoliberalism. Korean geography has been developed under influence of ideologies of developmentalism and neoliberalism, and in turn has made some contributions to socio-spatial policies. Korean geography in the future, it can be suggested, should go beyond both developmentalism and neoliberalism, and put socio-spatial welfare, civil society or community, and environmental justice into its central issues.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Journal of the Korean association of regional geographers
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• v.11 no.1
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• pp.1-18
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• 2005

Since the emerging period in !be Greek era, geography bas been defined as an empirical science in which travel and field trip bas been regarded as its major method for acquiring geographical knowledge or discovering geographical facts on the earth surface. In the contemporary geography, however, this kind of empiricism has been reduced to logical positivism which pursues rigid geographical laws, while diverse implications for empiricism (especially, that implied in the mythic imagination) have been ignored. On the other hand, recently a lot of books on trip for exploring regional cultural environments from the local to the global level have been poured out from outside of geography, and place-marketing has gained some attraction as a new method or strategy for regional development This paper is to consider diverse methodological implications of experience through geographical exploration especially hath from the standpoint of empirical geography and of humanistic geography, and the look on methodologically importance and limitations of place-marketing for regional development In conclusions, it is emphasized that those methodologies should be put together for a genuine exploration of regional cultural environment, and that place-marketing should be understood as a movement for rediscovering regional identity.

• Journal of the Korean association of regional geographers
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• v.12 no.2
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• pp.189-201
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• 2006

The aim of this paper is to examine the development of regional geography (including regional studies) in Germany since 1945 in the context of its traditions and changes. From 1945 to the end of 1960s, in spite of many hies of renovation regional geography has faced critics and fall into a serious crisis. After the 1970s many geographers intensively have searched for the new conception and broadly accepting methodological way of regional geography, and in the advent of 1980s regional geography is regarded as a special form of collecting and presenting spatial informations in terms of the addressee. But in the after-era of german unification and through the new establishment of the Institut for the Regional Geography in Leipzig, a discussion on the research aim and future of regional geography was resumed, and its future direction is open.