• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.246-254
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• 1997

Nursing have been caught between the paradigm of medical science with a body part view of a person and the paradigm of medical science with an emphasis on unsurpassable control, rigor, objectivism, and neutrality of value. But it is inappropriate to apply impersonal, objective model of science for the personal unique and gestalt experiences of nursing phenomena. Jean Watson proposed a theory of human caring based on human science paradigm to explain human phenomena. This study reviewed the theory of nursing by Jean Watson and the researches based on Waton's theory. In this study the researcher examined the philosophical back ground, value system and key concepts of Watson's theory Watson's perspective of person and human existence includes humanistic and phenomenological characteristics. She also emphasized nurse-patient relationship as an intersubjective(transpersonal) caring relationship. Examination of the studies based on Watson's theory consistantly revealed Watson's theory of human caring based on the human science paradigm is more appropriate than traditional medical science paradigm for explaining nursing phenomena. For the purpose of refining the theory and promoting usefulness of the theory, it would be desirable to test the theory to the nursing phenomena and to apply the theory to practice and education.

• Korean Medical Education Review
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• v.12 no.2
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• pp.5-11
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• 2010

The purpose of this article is to propose an alternative viewpoint on medical education, known as the Erudition paradigm. This study aims to confirm the essence of erudition rather than teaching and learning through discussing the foundations of self-directed learning principles in medical education. By reactivating the meaning of self-directed learning, this study debates the proprieties of the erudition paradigm beyond pedagogy; that is to say, the school-oriented educational paradigm. After all, this study reveals that all humans are Homo Eruditio, born with an erudite instinct, and it is necessary to inspire his/her encouragement in erudition by using self-directed learning.

• Cross-Cultural Studies
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• v.33
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• pp.385-406
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• 2013

This research starts based on the assumption that the changes of educational system in China which had been caused by accepting western educational system in the late Qing Dynasty and the early Republic of China are indeed considered as a paradigm shift of educational system in China, This research aims first to investigate what kinds of problems and changes Chinese educational system confronted at that time and second to examine what kinds of implications such changes and problems of paradigm shift may have today in China. In order to achieve the goals of this research, I first researched changes and characteristics of educational paradigm shift occurred in the history of China. On the basis of those findings, I tried to analyze acculturation problems of Chinese educational system for that of western countries at that time, their implications in present time Chinese educational system, and the possibility of further paradigmatic shift in present Chinese education. In this paper, I assumed three historical paradigmatic shifts in educational system in China which had big influences on the foundation of Chinese education, such as the introduction of Confucian Thoughts, the introduction of Civil Examination System in Sui Dynasty, and lastly the introduction of western educational system in the late Qing Dynasty. The last paradigmatic shift occurred by the introduction of western education system into China was very different from the previous two paradigmatic shifts in China in that it was literally initiated by the world with cultures different from those of China, and that's why it is called Spatial Collision. It was also one of the many changes China had been forced to confront unvoluntarily. It was done for many other complicated factors such as the greed of western imperialistic countries, spreading of Christianity and missionary education, domestic resistance against long feudal reigning of Qing Dynasty, and lastly the intellect's eagerness for new knowledge and new ways of thinking. What is surely regretful for the paradigmatic shift of Chinese educational system was that it had been triggered by those many heterogeneous factors, thereby leading to such a sudden, entire and complete shift of Chinese education system. In addition, it was done without a deeper and further consideration of Chinese education system with thousand years of tradition. This situation could be understood to be an impetus strong enough to encourage the advent of a new paradigm propelled by rapid economic growth of China, many problems of western education system, reconsideration of Chinese tradition, and strengthening of women power in China, etc.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.6-7
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• 2004

• Journal of Digital Convergence
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• v.17 no.9
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• pp.439-450
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• 2019

The purpose of the study was to critically explore the academic identity of dance education as a paradigm of practice-based education. Dance education is recognized as a school dance since the first curriculum was designed, which was announced by the Ministry of Education in 1955. Although Korea's dance education has 65 years of history, its academic identity as a dance education is not very strong. Traditional dance education was teacher-centered, skills-oriented, and exercise-oriented by following the practice-based paradigm. Recently, an initiative was taken to establish a new paradigm for dance education in schools, communities, and professional fields. This study followed the keyword network analysis and reviewed the main contents of each section of dance education research from a time-series perspective. The first section (1968-1979) is a practice of dance education based on physical education; the second section (1980-1989) is a creative-based movement education for primary education; the third section (1990-1999) is a systematization of dance education courses by class; the fourth section (2000-2009) is a paradigm for cultural and artistic education; the fifth section (2010-2019) consisted of various educational practices and institutions. Based on the research results, efforts are requested to establish an academic identity that can support dance education, interdisciplinary practice, and research.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.2
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• pp.199-209
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• 2004

The main purpose of this study is to explore a social capital paradigm which can be applied to many forms of social capital and intangible goods. The social capital paradigm introduces a new form of capital. This new form of capital produces a flow of socio-emotional goods that have value. Moreover, these socio-emotional goods can attach themselves to the objects used to convey them and change their value and meaning. This change in value and meaning is defined as attachment values. Exchanges of socio-emotional goods occur in networks where social capital resides. Formal and informal institutions provide order and meaning to exchanges of tangible and intangible goods. Social capital is a powerful resource that makes our choices interdependent. The social capital paradigm does not alter or contradict the basic economic theories of exchange. While the social capital paradigm accepts that selfish preferences motive many actions, it adds that sympathy and the desire to consume socio-emotional goods are powerful motivators. In case of marine affairs, ocean and fishing villages and their culture have been not only a fundamental basis of fisheries development but they also have made a great deal of contribution to forming social capital. In spite of this fact, the main reason that the problems of fisheries fishing villages fishermen in our society are kept at a distance is because they have been loosing their capability of forming social capital and producing socio-emotional goods, in addition to lowered relative economic share.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.129-145
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• 2004

Since science was first taught in schools, maybe during the 18th century, school science education has experienced many substantial changes in its goals and nature over the period. The historical changes are usually referred to by some key terms, like, mechanics' institutes, object lessons, heuristics, general science, inquiry, STS, misconceptions. To characterize these changes, science educators frequently use some slogan-like analogies, referring to parts of the human body to indicate the movement of science education during a particular period of time: for example, 'Hands-On' for inquiry movement during 1960s-70s, 'Minds-On' for constructivist movement during 1980s-90s. In this paper, we briefly summarize the overall historical development of science education in Britain, then further expand the analogies to cover the overall process, that is, Ears-On ${\to}$ Eyes-On ${\to}$ Hands-On ${\to}$ Minds-On. To illustrate future directions of the 21st century, we propose a new analogy, 'Hearts-On', and also discuss the meanings and implications of a 'Hearts-On' analogy by illustrating how this new paradigm can be applied to reflect various current trends of science education, particularly in Korea. In addition, a parallel historical change between school science and science museums & centres is discussed.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.63-85
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• 2012

The purpose of this study was to investigate consumer education paradigm perceived by home economics teachers and its related factors, and to find out relationships among them. 205 questionnaires were used for analysis. Major findings were as follows. First, home economics teachers perceived that the critical consumer education perspective is more important, but in practice, they mostly used the traditional consumer education perspective. Second, according to their perception on the consumer education teaching method, the critical perspective was considered more significant and was more frequently used than the traditional perspective. However, the home economics teachers held an ambivalent perspective on the areas of purpose of consumer education, consumer education knowledge, consumer, and consumer society. Accordingly, they used both perspectives in practice for those areas. Finally, the teachers' degree in home economics education and the perspective on the home economics curriculum were found to be the two important factors that determine the teachers' consumer education paradigm.

• 한국데이터정보과학회:학술대회논문집
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• 2003.05a
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• pp.49-55
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• 2003

Korea has the most level of Internet Infrastructure in the world. But, in the educational aspect, it does not have an enough foundation about Statistical Education. In this paper we consider the methods of activation about statistics. Also, we present what is the Enterprise Guide and what does it have characteristics as statistical analysis tool from educational point of view. And we suggest a new paradigm in statistical education.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.05a
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• pp.90-91
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• 2001