• Korean Journal of Comparative Education
• /
• v.28 no.1
• /
• pp.117-133
• /
• 2018

The purpose of this paper is to explore the relationship between philosophy of education and comparative education, and suggest what relationship between these are desirable. To this end, this paper examines the connection between philosophy of education and comparative education, shows trends in philosophical approach to comparative education, and suggests a desirable direction for comparative education should proceed in terms of philosophy of education. Philosophy of education needs a comparative dimension as much as comparative education needs a philosophical dimension. From the philosophical perspective, many researches should directed their research towards philosophical comparative education for the mutual enhancement of comparative education and philosophy of education. In conclusion, philosophers of education should actively conduct research, keeping both the identity of philosophical education and enlarging comparative education. The research should not be confined to either philosophy of education or comparative education.

• Korean Journal of Comparative Education
• /
• v.18 no.4
• /
• pp.1-26
• /
• 2008

The purpose of this study is to present the overall landscape of Comparative Education study in teacher training program at universities in Korea. The Comparative Education in Korea is relatively young without a lengthy tail on its name and still on the way of upgrading itself, however various efforts are gathering for the development of Comparative Education. With this understanding, this paper diagnoses the current status of Comparative Education in Korea by analyzing 1) the number of institutions which provide Comparative Education lectures for their teacher training program, 2) aims of Comparative Education teaching, 3) curricular and course titles, 4) teaching methods and textbooks, and 5) current issues and problems currently laid on Comparative Education in Korea designated by actual lecturers and professors who are in charge of Comparative Education lectures. The historical development of Comparative Education in Korea will be briefly presented at the beginning part of the chapter. To gauge the comparative position of Korean Comparative Education, the second half of this paper introduces the cases of Comparative Education at universities worldwide, presenting various countries' status of Comparative Education along with their developmental status. As the first research which pays an attention on the current figure of Comparative Education in Korea, it will form an impetus on why we should teach college students about comparative education and on what next step should be carried for further development of Comparative Education at universities based on the comparative understanding of other countries. Since it is in the transitional stage in terms of its development, it would be critical to have a self-analysis of the current status, which will help to lay the comprehensive understanding background for designating the future direction of its development.

• Korean Journal of Comparative Education
• /
• v.28 no.3
• /
• pp.243-263
• /
• 2018

In order to confirm the academic authenticity of comparative education, the academic methodology which is also appropriate for the historical arrangement is the history. In this sense, this article focuses on the study of comparative education from the viewpoint of history of education and aims for a tentative approach to comparative education history. In every discipline, it is essential to organize the history of the discipline both for those majoring in it and for the development of the discipline itself. The conclusions obtained from this study are as follows. First, in general, the method of studying comparative education includes not only 'comparative studies' but also 'regional studies', but it can add academic depth through the study of time series called 'comparative education history'. Second, the developmental process of the comparative education can be classified into four stages; the first stage is 'the pre-history' of the comparative education, the second stage is the 'embryo stage', the third stage is the 'establishment stage', and the fourth stage is the 'development stage'. Especially, in the era of globalization, the academic potential of comparative education is even higher, so it is possible to add an 'expanding period'. Third, it is necessary to understand the 'comparative education history' in order to secure the academic identity of the comparative education study. It is expected that it will be possible to more easily confirm the perspectives and issues of comparative education in the future, together with a good conceptual understanding of comparative education.

• Korean Journal of Comparative Education
• /
• v.27 no.4
• /
• pp.23-44
• /
• 2017

The purpose of this study is to review the trend in comparative education research related to curriculum published in the Korean Journal of Comparative Education, and to critically analyze its characteristics from the postcolonial perspectives. In this study, I analyzed 61 articles published in this journal from 1995 to 2016. The result showed that comparative studies related to curriculum were conducted mainly by benchmarking policies or contents related to curriculum and textbooks of Western countries including North America and Europe as well as Japan which colonized Korea. In addition, although Korea has been changing into multicultural society, studies on Asian countries such as China and Vietnam which are the nationalities of many foreigners living in Korea were rare. Based on the results, this study suggested that the expansion of comparative education research subjects, overcoming of coloniality in comparative education, and ontological reflection of comparative education researchers are necessary.

• Korean Journal of Comparative Education
• /
• v.28 no.6
• /
• pp.111-130
• /
• 2018

In that all aspects of education can be compared from an international perspective, Comparative Education can share research subjects with most of the subdisciplinary study of Education. Especially Educational Finance and Economics, which is an important part of institutions and policies of education, has been one of the important areas in Comparative Education studies. In this regard, this paper summed up the relationship between Comparative Education and Educational Finance and Economics. Not only for the development of Educational Finance and Economics itself, but also in point of view of Comparative Education, it is as follows to discuss several tasks for Educational Finance and Economics to develop from now on. First, it is necessary to diversify the methods and approaches to Educational Finance and Economics. Comparative Educational studies or exploration on Educational Finance and Economics should require additional analysis from a variety of perspectives. Second, more efforts should be made to establish an independent theoretical framework for Educational Finance and Economics. Comparative Education may also be interested in international comparisons of these theoretical orientations or directions of Educational Finance and Economics. Third, we have to secure the identity of the Korean Educational Finance and Economics. Various comparative educational studies on Educational Finance and Economics of Education from an international perspective should be attempted on the basis of indigenous and independent Educational finance and Economics. Educational Finance and Economics are areas in which comparative educational analysis is needed more than any other study field of Education. We look forward to more active research on Educational Finance and Economics in the future from a comparative educational standpoint.

• Research in Mathematical Education
• /
• v.1 no.1
• /
• pp.35-42
• /
• 1997

Activation of comparative studies on mathematics education is discussed. Some related researches are reported on. Some suggestions for effective research are given.

• Korean Journal of Comparative Education
• /
• v.28 no.1
• /
• pp.153-173
• /
• 2018

The purpose of the study is to identify the usefulness of comparative educational research approach for rational educational policy development and operation through the analysis of the area, contents, methods, and so on that comparative educational research approach in educational policy studies is used. For achieving the purpose, the study examined as the follows. First, the study discussed the academic traits and research target of educational policy and comparative education using the academic trait of definition method and the academic trait of approach method. Second, the study examined the contents of the exploration of educational policy studies in comparative education. For this, the study analyzed previous research on the relationship between comparative education and general education. And using articles published in Journal of Comparative Education, the study analyzed the contents of educational policy research in comparative education. Based on the main results, the discussions and suggestions are provided.

• Korean Journal of Comparative Education
• /
• v.28 no.1
• /
• pp.135-151
• /
• 2018

This study was conducted to help establish the status of comparative education as an academic discipline by investigating its relationship with educational evaluation. Comparative education as a subfield of education covers other areas of study in education, while educational evaluation is a study of methodology. First, international comparative study was investigated, and recent methodologies in educational evaluation were introduced. International comparative study started in 1960's, and is being expanded. The participating countries hope for better education by comparing their educational curricula and practices with others. For international comparative studies, a differential item functioning analysis as a multigroup analysis can provide information on what sociocultural factors other than the construct are affecting the measurement results. The study dataset has a hierarchical structure so that multilevel item response theory is suitable to obtain multidimensional national profiles. Although there have been methodological advances in educational evaluation, the methods are not available in comparative education. In order to reduce the gap, scholars in educational evaluation should try to make the methods easily available, while those in comparative education should try to use the exact and precise methods in their studies.

• Korean Journal of Comparative Education
• /
• v.26 no.3
• /
• pp.161-187
• /
• 2016

Kuwaitis faced with as serious problems with respect to quality and equity in education. The purpose of this thesis is to analyze the Kuwaiti education in the 21 century knowledge society. It has its own problems and limits in addition to future possibilities. Adopting comparative approaches and idiographic methodology together, investigators firstly examines the Kuwaiti education in terms of political, economic, educational, and international aspects. In addition, we investigators outlined Kuwaiti education in its cultural identity. Necessary measures and policy recommendations were drawn finally according to the analysis.

• Korean Journal of Child Studies
• /
• v.31 no.6
• /
• pp.51-69
• /
• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.