• Journal of the Korean Society of Food Culture
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• v.17 no.4
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• pp.496-529
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• 2002

The theory-the doctrine of Confucius and Mencius was an objective existance in Chinese dietary culture history, but it was ignored in the last two thousand years. In addition, some people misunderstood Confucius' and Mencius' thoughts and statements. This paper believes that the doctrine of Confucius and Mencius is Confucius' and Mencius' diet opinions, thoughts, theories and basic style in their diet experiences. Confucius' diet experience and Mencius' diet experience were alike, and Mencius' experience carried on Confuius' and theirs were the same in some sections. They all stay their diet standard to their stomach and don't persue good meal. They all thought resolving people's diet was important for a country and for the politic problems. Mencius succeeded Confucius' diet thoughts and put them to the theories-diet principle, diet standard, and diet morality. This paper deeply discusses theory, developing history condition and the affection and position in Chinese diet history of the doctrine of Confucius and Mencius.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.