• Proceedings of the Korean Quaternary Association Conference
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• 2002.12a
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• pp.76-79
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• 2002

• Journal of the Korean association of regional geographers
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• v.7 no.4
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• pp.81-92
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• 2001

Main debates in the modern geographical thoughts had been developed around the regional geography. Because regional geography had been regarded as a raison d'etre of geography, it remains solid status in geography curriculum. But unscientific nature of regional geography was the main problem of modern geography. Modern geography has developed the logical legitimation of regional geography, instead of research procedures. We examine the logic of modern geographical thoughts from 3 worldview. Here we represented the part - the whole relationship as the primary category, and classify these into three type according to the implicit proposition about the relationship. One is the organic view, which assume that the whole is greater than the sum of the parts. This view was the primary proposition held by the modem geographers. This view regarded the region as organic complex, and presume the unit region which is irreducible to the elements. The other is mechanic view, which presuppose that the whole is the sum of the parts. This view comprehend region by means of spatial order, in order to simplify the complex reality. Then we compare real condition with assumption. These two view held static assumption. Now, the third view regarded the part- the whole relationship as being dynamic. Most geographers held the organic view, although someone suggests the idea of harmony, the others suggests the idea of complex. But these view presumes the pre-industrial society in which the genre de vie was main principle of social order. Therefore It could not comprehend the regional concept in the context of the urbanization and industrialization.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.735-747
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• 2010

This study explains a turning to being cultured and geography management to get closer to popularization and specialization of geography, for which based on the assumption that they are for development of knowledge. It adopts the idea of human's geographical nature to solve the dualism which geography is referred as science and art. An object geographer studies is homogeneous, temporal as well as identifical and individual. To adopt human's geographical nature causes to human's geographical investigation, and uniting positivism to humanism. It deduces from the Bible and Evolutionism that it is characteristic of mobility, adaptabilty, connectivity, ideality, and hybridity. Geographical concepts is based on the fact that it can be applied to geographical research theme. Popularization of geography has to relate to being cultural, and specialization of geography has to relate to geography management.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.786-801
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• 2013

This study aims to elucidate features of the geography assessment of France in which geography has a high status in school curriculum. The main data for analysing are the geography examinations(1999-2013) of the Baccalaur$\acute{e}$at. In terms of objectives of the assessment, the exams put emphasis on promoting cultural knowledges of students and developing their competences in graphic languages. In terms of formal aspect, the exams take a simple layouts to raise a readability, use variable test tools, especially an essay and a 'croquis'. They also emphasize students self-directedly constructing and representing geography knowledges and their inquiry abilities with geography materials. In terms of contents aspect, the exams mainly cover subjects of political-economic geography, particularly a spatial organization, a development inequality and the world powers in global contexts or macro spatial scales. One of a distinguishing characteristics of Baccalaur$\acute{e}$at's History-Geography examinations is that it designs to keep balance between two parties; history and geography.

• Journal of the Korean Geographical Society
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• v.47 no.1
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• pp.121-139
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• 2012

The purpose of this study is to derive the implications for improving 'the Geography of Korea' by analyzing the regional geographies of other countries. For this purpose, the regional geographies of eight countries are used: the United Kingdom, France, and Germany in Europe, the United States in America, Japan and China in Asia, and Turkey and Pakistan in Arab. After we select the representative regional geography for each country, its general characteristics, structure, style, and contents are analyzed. Based on the findings, implications for improving 'the Geography of Korea' are summarized in terms of the contents, style, and publication project. These implications suggest that 'the Geography of Korea' needs to be improved by explaining the regional identity in a more refined way and by attracting more readers.

• Journal of Sport and Applied Science
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• v.4 no.2
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• pp.11-17
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• 2020

Purpose: Sports is an activity created by human beings and is related with natural and human environments, and it is a physical activity which inherently interacts with geographical properties. With the above views, it is clear that sports reflect human culture and physical environment, which are closely related to places or spaces in terms of origin, propagation and diffusion, or geography in a broader sense. This study explored the relationships between sporting activities and geography with an environmental view. Research design, data, and methodology: The study employed qualitative methodology to review the association between sport and geographical perspective. The study reviewed the broad documents including journals, periodicals, reports and so forth. Results: First, since its inception in the 1960s, research on sports geography has been steadily studied in many international geography and non-geographic research journals. Second, it reflects the distinct characteristics of the relationship between sports and geography (relationship with physical geography and humanities). Third, as a spatial approach to sports, it is the place of sports, globalization of sports, and the tourist attraction of sports. Conclusion: the findings of this study provides insights for sport geography and could be applied to the current sports industry. Further implications were discussed.

• Journal of the Korean Geographical Society
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• v.47 no.4
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• pp.522-540
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• 2012

The main aim of the paper is to identify the position or status of Korean economic geography in changing global economic geography by reviewing papers published in Korean geographical journals since the mid-1950s. Since the late 20th century as economic geography has developed significantly with the introduction of new research issues, methodologies, and theory and concepts, economic geography in Korea also has gone through rapid development in terms of both quantitative and qualitative perspectives. The paper attempts to analyze trends in Korean economic geography by reviewing agricultural, industrial, commercial geographies, and others since the mid-1950s. The review of economic geography in Korea would be based on four periods classified by research issues and approaches; foundation (~1950s), positioning (1960s and 1970s), jump and rush (1980s and mid-1990s), and transitional period (late 1990s~). Agricultural geography in Korea has decreased due to increases of the interests in industrial geography since the 1980s. In particular, since the late 1990s industrial geography has undergone a significant transition in accordance with the emergence of new theories of institutional perspectives, centering around issues on value chains, innovative cluster, cooperative and competitive networks, foreign direct investment, flexible specialization and venture ecology. Along with this, there has been changes in the interest of commercial geography in Korea from researches on periodical markets, the structure of store formats, and distributions by commodity, to researches on producer services and retailer's locational behaviors and commercial supremacy according to the emergence of new store formats. Since the late 1990s, many researches and discussions associated with the new economic geography began to emerge in Korea. Various research issues are focused on analyzing changes of local, regional and global economic spaces and their processes in relation to institutional perspectives, knowledge and innovation, production chain and innovative networks, industrial clusters and RIS, and geographies of service. Although economic geography in Korea has developed significantly both in quantitative and qualitative perspectives, we pointed out that it has still limited in some specific scope and issues. Therefore, it is likely to imply that its scope and issues should be diversified with new perspectives and approaches.

• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• Journal of the Korean Geographical Society
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• v.47 no.5
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• pp.775-790
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• 2012

This paper considers chronologically the discourse of space as one of key concepts in geography, and then argues that geography education ought to be the critical pedagogy of space. Recent social science including geography and education has more empathized the sociality and spatiality of space than the physicality of space, and argues that space is constructed socially. Thus, it has been considered that space is no longer empty container to be filled with social relationships, but is concerned with the production and reproduction of social relationships through political struggles with diverse meanings. Now, geography education has to examine the different ways which space has been conceptualized, and develop geography education as critical pedagogy of space that focuses on reading the multiple and contested nature of space.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.