• Journal of the Daesoon Academy of Sciences
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• v.36
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• pp.227-266
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• 2020

The purpose of this paper is to review the representative Buddhist policies enforced during the reign of Gwanghaegun (光海君), the 15th king of the Joseon Dynasty, and the aspects of the Buddhist community affected by them. Through this, the influence and dynamism of Buddhism during the reign of Gwanghaegun will be revealed. Some of the findings will run contrary to what is popularly known about Joseon Buddhism and the policy of Sungyueokbul (崇儒抑佛), 'Revering Confucianism and Supressing Buddhism.' During the Joseon Dynasty, Neo-Confucianism was taken as an ideological background, and consequently, Buddhism was ostracized by the ruling class who advocated the exclusion of heretical views. This also characterized King Gwanghaegun's reign during the Mid-Joseon Dynasty. In reality though, the ruling class held mixed opinions about Buddhism, and this influenced the Buddhist community in the Gwanghaegun Period. The military might of Japan demonstrated during the Japanese Invasion of Korea in 1592, led the ruling class to recognize Buddhism, and as a result, the status of Buddhism rose to a certain extent. Based on its elevated status and the aftermath of the Japanese Invasion of Korea, the Buddhist community engaged in social welfare activities inspired by the notion of requiting favors, and the Buddhist community gained recognition for providing relief services. As a result, the number of monks increased, and the economic situation improved as land ownership was granted to temples and monks. This is the means by which the Japanese Invasion of Korea influenced the Buddhist policies of the Gwanghaegun Period and changed the religious topography of Buddhism. During the reign of King Gwanghaegun, the ruling class regarded Buddhism as heretical, but offered posthumous titles to monks who engaged in meritorious services during the Japanese invasions of 1592~1598. Favorable and/or preferential treatment was also granted to some Buddhist monks. In addition, monks began to perform labor projects that demanded organizational and physical strength, such as those which related to national defense and architecture. However, throughout the Gwanghaegun Period, the monks were paid a certain amount of compensation for their labor, and the monks' responsibility for labor increased. This can be understood as a partial reconciliation with Buddhism or an acceptance of Buddhism rather than the suppression of Buddhism often presented by historians. As for policies which affected Buddhism, the Buddhist community showed signs of cooperation with the ruling class, the creation and reconstruction of temples, and the production of Buddhist art. Through close ties with the ruling class, Buddhism during the Gwanghaegun Period saw the Buddhist community actively responded policies that impacted Buddhism, and this allowed their religious orders to be maintained. In this way, it was also confirmed that the monk, Buhyu Seonsu (浮休 善修) and his disciple Byeogam Gakseong (碧巖 覺性), took up leadership roles in their Buddhist community. The Buddhist-aimed policies of Gwanghaegun were implemented against the backdrop of the Buddhist community, wherein the ruling class held mixed opinions regarding Buddhism. As such, both improvements and set backs for Buddhism could be observed during that time period. The ruling class actively utilized the organizational power of Buddhism for national defense and civil engineering after the Japanese invasions of 1592~1598. Out of gratitude, they implemented appropriate compensation for the Buddhists involved. The Buddhist community also responded to policies that affected them through exchanges with the ruling class. They succeeded in securing funds and support to repair and produce Buddhist temples and artworks. A thoughtful inspection of the policies towards and responses to Buddhism during the Gwanghaegun Period, shows that Buddhism actually enjoyed considerable organizational power and influence. This flies in the face of the general description of Joseon Buddhism as "Sungyueokbul (revering Confucianism and supressing Buddhism)."

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.141-160
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• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Journal of Korean Society of Forest Science
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• v.76 no.3
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• pp.206-217
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• 1987

To investigate and analyze the vegetational structure, thirty sites were sampled with clumped sampling method and seventeen belt transects were sampled to analyze the vegetational change during 8 years(from 1978 to 1986)at the Namsan Nature Park in Seoul. Robinia pseudoacacia community of actual vegetation covered 29.39%, Quercus mongolica community 21.25% and Pinus densiflora community 17.58% of the Mt. Namsan forest. The degree of human disturbance of vegetation of 8, 7 and 6 area covered 43.2%, 7.8% and 30.8% respectively. The Quercus mongolica community at the northern slope and R. pseudoacacia community at the edge zone will keep their present structure. And P. densiflora community at the eastern and southern slope shall be succeeded to deciduous trees such as Q. mongolica. As to changes of plant community structure during 8 years, density of understory species, species diversity and Raunkiaer's frequency class A and E showed an increase and vegetation structure was developed to unification.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.51-58
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• 2020

This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.115-128
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• 2019

The purpose of this study was to examine the influence of self-esteem and consumer socialization agents on rational consumption patterns of middle school students. Using a convenient sampling method, the data were collected from middle schools in Seoul, Gyeonggi, Chungcheong, Jeonnam, and Gwangju and a total of 412 copies were analyzed. The descriptive statistics, Chronbach's α, t-test, and stepwise regression analysis were performed using the SPSS and the results were as follows. First, rational consumption behavior was 3.18 and self-esteem was 3.54 on a 5-Likert scale. As for consumer socialization agents, parents was the highest at 3.13, followed by school 2.83, mass media 2.78 and peers 2.73. Second, the average comparison of rational consumption behavior and consumer socialization agents by gender showed that there was no gender difference in rational consumption behavior, but in the case of consumer socialization, girls were higher than boys. Third, examining the influence of self-esteem and consumer socialization agents on rational consumption behavior, it was found that the amount of money, mass media, and peers showed an negative effects on rational consumption behavior, while self-esteem and parents showed positive effects on rational consumption behavior. In this regard, middle school students need to have more self-esteem and guide their peers so that their influence can be positive in the home economics class in order to become consumers with rational consumption behavior.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.585-595
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• 2017

This study investigates how the emotion-based learning motivation enhancement program influences learning motivation and social support of college students. The developed final program consists of Learning Motivation I, Learning Coaching, and Learning Motivation II, which has 12 sessions. In each session, every student was guided to have reflection time by writing self-evaluation and reflection paper. The participants were 38 students majoring in engineering at K-college located in G city who took one liberal arts subject based on psychology during the 1st semester in 2016 and who were divided into an experimental group (19 students) and a control group (19 students) by non-probability sampling method. In the experimental group, emotion-based learning motivation enhancement program was totally processed 12 times, one class in a week, by one main lecturer and one assistant lecturer. For data analysis, independent sample t-tests, paired samples t-tests, and review analysis were conducted. The study results are as follows. First, the experimental group participating in emotion-based learning motivation enhancement program had more significant differences in learning motivation, and both self-confidence and self-contentment among sub-components than the control group. Second, the experimental group had no significant differences in social support, compared with the control group. The impression writing analysis of the experimental group showed that this program affected learning motivation and social support. Lastly, the study discussions and implications are described.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.146-158
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• 2021

We are to introduce an example of ESD in connection with SDGs through liberal arts courses opened at the College of Education. We analyzed the awareness of the carbon footprint expressed by 42 preservice teachers in a class designed in connection with SDGs 13 goal, 'climate action'. The pre-service teachers wrote a carbon diet diary, a checklist for the level of practice that emits carbon in daily life, and freely expressed the source and proportion of their carbon emissions through the carbon footprint drawing activity. In items of electricity use, public transportation use, and garbage disposal, the level of practice was positive, but water use was analyzed in a negative way. The pre-service teachers who expressed the carbon footprint in 2-3 items reached a majority, showing limitations in recognizing the carbon emission situation in their daily life. Pre-service teachers will be the main actors of education on the environmental issues of the earth at the school site, and the carbon literacy of pre-service teachers will directly or indirectly affect students. We hope that various ESD programs linked to the 17 SDGs will be developed and applied to the educational field to contribute to sustainable global environmental education.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.83-88
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• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.

• The Korean Journal of Food And Nutrition
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• v.31 no.6
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• pp.811-820
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• 2018

This study suggests a method of making cheese using soybeans for healthy food for people that are allergic to animal proteins, vegetarians, people on a diet, infants and toddlers. Additionally, the study was conducted to provide basic data that can contribute to the development of a quality control class of Korean cheese and underdeveloped cheese industry. Soybean cheeses have a high protein content and low fat. The free amino acids of soybean cheeses contained 11.48 mg of arginine per 100 g, 9.33 mg of glutamate, and leucine 4.91 mg, in that order. The free amino acids of Company A's milk cheese contained 20.95 mg of glutamate, 8.95 mg of proline and 8.02 mg of lysine per 100 g. In soybean cheeses, there were 2.21 mg of tryptophan and 0.73 mg of cysteine, which were not analyzed in the milk cheese of company A. The contents of the constituent amino acids was 1,070.22 mg of glutamate, 467.30 mg of aspartate and 446.30 mg of leucine in 100 grams of soybean cheeses per 100 grams. The milk cheese of Company A was 1,715.97 mg of glutamate, 798.72 mg of leucine and 685.31 mg of proline. The mineral contents of the soybean cheese were 120.29 mg/100 g of calcium, 0.92 mg/100 g of iron, 0.78 mg/100 g of zinc and 0.40 mg/100 g of selenium, respectively. The contents of vitamin $B_1$ and ${\beta}$-glucan in soybean cheese were higher than that of the milk cheese in Company A at 0.08 mg/100 g and 13.73 mg/g, respectively. Therefore, it is considered that the soy cheese is excellent in nutritional aspect and will contribute to health promotion. It is also suitable for people that are allergic to animal proteins, vegetarians, people on a diet and healthy foods for infants.