• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.115-131
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• 2017

Objective: This study aimed to examine the status of South Korean unification education for young children by reviewing Nuri curriculum developed by the Korean government. Method: Literature review was adopted in order to analyze the contents of the Nuri curriculum teachers'manuals under the areas and elements of unification education. Results: Unification education has been designed to accelerate unification, to promote the values and attitudes toward the unification of the two Koreas, and to prepare for the post-unification period. This education can be categorized into specific areas: democratic community, democratic citizenship, peacekeeping and multiculturalism. These areas account for 24.24% of the total contents in the Teachers'Manual of the Nuri curriculum. The percentage of the contents helpful to understand North Korea and unification, however, is merely 0.25% of the total contents, and the elements are not fairly balanced. Such content coverage of the teacher's manuals for kindergartens is 2.83% higher than that for preschools. Conclusion/Implications: The implications of this analysis include that the elements of unification education should take a more balanced approach with more integrated and broader coverage. The elements also need to be revised so that both kindergarteners and preschoolers can get access to unification education of the same quality.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.25-37
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• 2022

The purpose of this study is to comprehensively check trends in policies, discourses, educational directions and contents, and social issues by deriving the subjective characteristics of peace education and unification education based on big data analysis. The results of this study are as follows. First, 'peace', 'unification', 'education', 'research', 'student', 'school', 'teacher', 'target', and 'Korean Peninsula' were commonly important keywords in peace education and unification education. Second, the top topic of peace education was 'peace education and civic education', and the top topic of unification education was ' sympathy and participation in unification education'. Third, topics that show an upward trend by regime in peace education were 'World Peace and Human Rights' and 'Object and Direction of Peace Education', and 'Subject of Unification Education' as topics that showed an upward trend by regime in unification education. Fourth, in peace education, the centrality of 'peace', 'education', 'student', 'school', and 'peace education' was high, and in unification education, 'unification', 'education', 'unification', 'school', and 'teacher' were high. Based on these results, it was intended to expand the horizon of understanding peace education and unification education, and to provide meaningful implications for establishing policies and conducting follow-up studies.

• Journal of Wellbeing Management and Applied Psychology
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• v.6 no.4
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• pp.27-31
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• 2023

Purpose: This study analyzed papers identified by entering the two keywords 'unification education' and 'university' during research from 2013 to 2022 in order to identify trends and key concepts in unification education research at domestic universities. Research design, data, and methodology: The study analyzed 224 papers, excluding those on primary, middle, and high school unification education, as well as unrelated and duplicate papers. The analysis included developing a co-occurrence network of keywords, utilizing topic modeling to categorize research types, and confirming visualizations such as word clouds and sociograms. Results: In the final analysis, the research identified 1,500 keywords, with notable ones like 'Korea,' 'education,' 'unification.' Centrality analysis, measuring influence through connected keywords, revealed that 'Korea,' 'education,' 'north,' and 'unification' held significant positions. Keywords with high centrality compared to their frequency included 'learning,' 'development,' 'training,' 'peace,' and 'language,' in that order. Conclusions: This study investigated trends and structures in university-level unification education by analyzing papers identified with the keywords 'unification education' and 'university.' The use of keyword network analysis aimed to elucidate patterns and structures in university-level unification education. The significance of the study lies in offering foundational data for future research directions in the field of unification education at universities.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.147-156
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• 2017

This research aimed at suggesting the implication of Korean unification education based on German unification education, which country achieved unification from the divided country as Korea. Germany named unification education as the political education. German political education includes democratic citizen education, peace education, and solidarity education between the peoples. Also, besides school unification education, civic organization and parties treat political education. German political education is conducted by being shared with role by main government and several organizations, when the federal government level suggests a big frame. Also, political education with proper content could be conducted suitable for the characteristic of main area and the color of the party and civic organizations. Of course, federal government supports administrative financial support enough on this. In such situation, German people have naturally accepted and developed political education without distance. This situation has lots of implication on Korea. First, systematic system of unification education. In Korea, unification education is conducted mainly by Ministry of Unification and Education Center for Unification. However, in order to naturally approach the people, systematic system synthesizing civic organization, local government, religious organization, and educational local government should be established. Second, 'integration within acknowledgement of diversity'. In Korea, also, diversity should be acknowledged by being suggested by the country with the big frame, and the detailed parts by various institutions and civic organizations as Germany. Third, conversion to integrated education of unification education. Germany is conducting comprehensive education naming unification education as the political education. We also should prepare for coming unification in the near future by complementing the content by converting the mere unification education to comprehensive and integrated education.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.31-50
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• 2017

The purpose of this study developing early childhood unification education program preparing for unification using a picture story book, to cultivate right understanding toward North Korean society and rational perception of unification based on the consciousness of ethnic community and democratic citizenship and also to build the consciousness and attitude that will achieve unification in a peaceful way. For developing the program, this paper, with requested survey of teachers in the field of early childhood unification education and with study of references, consists of a purpose, objective, and education contents of early childhood unification education program preparing for reunification using a picture story book. The contents of early childhood unification education program preparing for unification using a picture story book mainly consist of having an identity as a people of Korea(historical identity, cultural identity, identity as Korean in the world), understanding of North Korea(understanding of culture, language, food, and nature of North Korea), reconciliation between South and North Korea(between individuals, groups, and nations), and peaceful unification(peace, unification).

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.519-544
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• 2008

The purpose of this study is to propose what psychological education is needed for activation of interchange between the South Korea and the North Korea and ultimately for the completion of Korean unification. We learned this reason from the German unification case. The Germany was unified 17 years ago, but many researchers evaluate that it will take about 30 years more for German people to complete real and inner unification. So, we proposed our own unification education in a psychological aspect for faster and inner unification, which is based on the principle that we should go ahead according to our situation, not simply follow the way Germany went. Therefore, we should start psychological education for unification from now on, even though unification is not accomplished at the present and Germany didn't do that. Because we can predict the pre-unification (interchange) stage would be long unlike the Germany, psychological education for unification is needed during this interchange stage consistently. For the person-oriented unification education, we should educate adaptation-enhancement strategy for each person to keep psychological stability in the interchange and unification stage, beyond simply educating ideology focusing on the political and structural unification.

• Journal of the HCI Society of Korea
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• v.14 no.1
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• pp.23-33
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• 2019

Expectations for reunification have been higher than ever since the relationship between the two Koreas has become more flexible. However, since most of the integrated education in high school is based on teachers and textbooks, the educational effectiveness is minimal as it fails to attract learners' interest. Therefore, in this study, high school students participated in the North Korean market, the market for the rainy season, and our market. Through this development, the government proposed a new content for unification education that would raise interest in unification and effectively learn how the two Koreas can be divided. The main analyses and studies of this paper are as follows: :(1) First, the current state of unification education and understanding of North Korea and the current status of unification education was analyzed through the survey of educational materials for unification of North Korea, unification and school. (2) Based on the analyzed data, a learner-centered, participatory service concept was derived. (3) Based on the concept of service, a prototype of a unified education content based on the theme of a marketplaces. (4) Tested a prototype of the content of unification education for high school students. (5) Based on the prototyping test results and user analysis, a unified education content was improved and proposed. The study could replace and supplement traditional methods of unification education by improving the effectiveness of unification education through the provision of effective unification education services to high school students.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.1-10
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• 2008

The purpose of this study is to suggest the integration of environmental education between South and North Korea in preparation for unification. The results of this study are as follows; Firstly, environmental education in North Korea is in the incipient stage as of the environment protection, the prevention of air pollution. It also emphasizes ideology education rather than sustainability. Secondly, the suggestion for the unification and the synthesizing of its environment together with the 3-stages of unification process. It can be presented as a role and function of environmental education in Unified Korea and consciousness and practical effort for the environmental preservation. In conclusions, the result of this study could contribute macro-view on the integration of socio-eco gab between South and North Korea in preparation for unification.

• Korean Journal of Human Ecology
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• v.21 no.5
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• pp.819-835
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• 2012

The purpose of this study was to develop and test the validity of an assessment scale for determining the competency of early childhood teachers practicing unification education. For this purpose, an evaluation scale was constructed and then tested for reliability and validity. Participants for this study included 266 early childhood teachers in the unification education field. In order to the measure reliability and validity of this scale, Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted with SPSS 18.0 and AMOS. The result of this study identified four principal factors: 1) Instruction skills, 2) Evaluation, 3) Attitude, and 4) Knowledge. The results of this study supported the scale's reliability and legitimacy as a valid instrument for the evaluation of early childhood teacher's competence in unification education.

• Journal of Christian Education in Korea
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• v.63
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• pp.407-433
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• 2020

South Korea is currently facing multiculturalism, appropriately demanding broadened view and access to the study of Unification, especially in terms of who should be the subject. In congruence, recent Unification Education studies are proposing values stressed in Multiculturalism to function as the core ground, upon which other traits and contents are to follow. Similarly, Christian Education field is also reflecting the recent trend, welcoming 'everyone' to participate in preparing reunification of Korean Peninsula. However, most studies consist of suggesting and introducing directions for new approaches, not so much of dealing with systems or guidelines for practical practices. Information provided in fragments can rather cause confusion in understanding the concept, and lack of specific guidelines can soon lead to poor performances. In this study, Universal Design for Learning (UDL) is introduced as a methodology to be examined, whether it could effectively embody and systemize the newly emerged Multicultural Christian Unification Education. Therefore, the purpose of this study is 1) to generalize the concept of Christian unification education introduced in the multicultural era and 2) examine whether UDL is suitable for uniformizing and spreading the Multicultural approach of Christian Unification Education. Specifically, this study highly focused on examining whether UDL is a suitable methodology to achieve the goal of Multicultural Christian unification education, while uniformizing the diversities within multicultural Christian Unification Education. Through a thorough research, it was proved that the purpose and characteristics of multicultural Christian unification education are similar to those of UDL in that both focus on accepting heterogeneity as something "different" rather than something "wrong." Also, it was found that the application of the theory and guidelines of UDL can effectively unify while respecting the diverse methodologies used in Multicultural Christian Education.