• Journal of the Korean association of regional geographers
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• v.7 no.1
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• pp.51-66
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• 2001

The curriculum of integrated social studies is not conceptually established, but various forms pursuing so-called perfect integrated subject have appeared from elementary school to high school. But we cannot find out desirable integration in the elementary school though the apparent goal is to integrate all kinds of social concepts into one unit. The current method of integration has some problems over advantages people initially expected by integration. It is problematic in that students learn fragmental knowledges of geography without capturing the whole geographical concept structure or obtaining their own geographical viewpoint. Therefore, we purpose to reinterpret integration of social studies and reorganize the current textbook into the right direction under the assumption that simple mixture of knowledges is far from our goal of true integration. For this purpose, we suggest a new method for social studies as an integrated subject. Instead of providing knowledges unrelated to each other into one bundle, it helps students to see the real world in his own knowledge framework equipped with geographical viewpoint. The text we claim will show students that geography consists of three key concepts: physical environment, man and environment, and spatial structure. With this text, they will have an easy access to the relationships between key concepts and details, and between geographical concepts and similar concepts from other disciplines. The proposal contributes to both upcoming textbook development and classroom teaching by eliminating problems in the current social studies teaching.

• Journal of the Korean association of regional geographers
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• v.18 no.4
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• pp.445-463
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• 2012

This paper focuses on media literacy as a trial for reestablishing the relationship between media and geography education. So far, a geographical phenomenon represented through media has been treated as a transparent window on the world, but now needs to be recognized as a product of representation constructed socially by a range of subjects and their purposes. The epistemological turn of media has brought interest on social construction and media literacy in terms of teaching and learning. It is required that teaching and learning geography through media should be turned from the existing massmedia in education(or the education using media) to the education for fostering an active media literacy to analyze and reason critically how the media as text is constructed and selected. This geography education as media literacy is very important because it enables students to reveal the ideology and power relation embedded in the media as text, as well as to stimulate and enrich their geography imagination through an active work.

• Journal of the Korean association of regional geographers
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• v.8 no.2
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• pp.150-160
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• 2002

The purpose of this study is to introduce the new regional geography approaches that have been lively discussed in English speaking countries since 1980s. The discussion of the new regional geography is based on intellectual interchange between geographers and social theorists. The new regional geographers regard a space as a more active thing. A space is not a merely passive container. It is not a outer settings, but a essential dimention of the human being. The new regional geography has been discussed in four perspectives: structuration theory perspective, spatial division of lavour theory perspective, world-systems theory perspective, and post-poststructuralism perspective. The new regional approaches well provide a new direction to regional studies. However, it is so abstracted in concepts for the empirical examinations that it is necessary to introduce a meso-level of concept.

• Journal of the Korean Geographical Society
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• v.40 no.6 s.111
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• pp.595-612
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• 2005

This paper is to inquire into nature of the educated's geography from 1905 to 1910 by researching relevant geographical resources in HAKBO published by the Academic Society. At that time, the Patriotic Enlightenment Movement was active, and the Academic Society attempted to enlighten people, to enrich the country, and to restore the sovereign right. The educated tried to understand the reality in view of social Darwinism and make their country the winner as well as the fit in the struggle for existence by this movement. Their effort can be seen in HAKBO and geography in it. The contents of geography in HAKBO was related to world-wide geographical information and intended to instil patriotism into the hearts of people. As their research methods, they adopted systematic geographical method by comparing between region and region, or studying relationships of the nature and human, and Hettner's regional geographical method which describes human after the nature. Hence, it is proved that the educated's geography in HAKBO introduced modem geography in western society for Patriotic Enlightenment and it used its geographical methods.

• Journal of the Korean Geographical Society
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• v.48 no.1
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• pp.128-150
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• 2013

This paper is to examine the interrelationship between morality (or ethics) and geography and education in terms of the moral and ethical dimension embedded moral turn in geography. Since the 1970s, the geography have morally turned with stressing realization of social relevance and justice through interest on moral issues such as the spatial inequality and human welfare in the world of difference. This moral turn in geography has formed the area of moral geography, and emphasized the ethics of care and responsibility of human and nature with warning of immoral geographies of others and nature in the world of difference with the recent trend of postmodernism. For morally careful geography teaching, it is now good time that geography educators need to think the moral turn in geography education. If geography education is willing to contribute to make a better world, it needs to reflect more morally on geography curriculum and instruction in terms of the ethics of care and responsibility.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.698-710
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• 2010

In the present paper, the raison d'$\^{e}$tre of geography and geography education in the humanities are explained. Geography was not considered as ontology notion and geography was also not aware of regarding ontology. However, human being is the geographic existence. People occupy the space they live in and reveal their own existence by virtue of the space. In geography, we understand human existence by concrete things consisting of the space. Geography can explain the necessity for the space of origin where human being had lost and open a gate to find their own existence through it. Geography education can find the justification as to why we should teach it in 'now here'. We can make a bright future in geography education in terms of critical reflection at the ontological dimension. Geography and geography education have clear reason to exist in right here. That begins from the question of what relationship between human and space is and completes the raison d'$\^{e}$tre based on the answer.

• 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 Economic Geographical Society of Korea
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• v.11 no.1
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• pp.8-23
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• 2008

This paper aims to introduce paradigm shifts in the development of economic geography and to explore theoretical background and themes of the New Economic Geography discussed recently. Since the 1990s the New Economic Geography has been discussed actively in the field of economics with including the concept of space to the economic theory. The New Economic Geography has also been actively discussed in the field of economic geography with exploring new methodology and theoretical framework based on institutional and evolutionary approaches following a broad trend of "cultural turn". Diverse themes such as innovation, environment, services, feminist, labor market, etc. has been studied along the perspectives of the New Economic Geography in the field of economic geography. It is expected that new theories and methodologies for understanding and analyzing new economic spaces can be established through active interactions between economic geographers and other social scientists such as regional science, economics, sociology, etc.

• 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.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.