• Hwankyungkyoyuk
• /
• v.14 no.1
• /
• pp.1-18
• /
• 2001

The purpose of this study is to research new paradigms of environmental ethics and environmental ethics education to overcome ecological crisis and to develop an alternative model of systematic environmental ethics education for establishing eco-centred life values. According to deep ecologists, they assert the necessity of basic reorientation of crucial components of present political, economic and social orders to overcome ecological crisis today. This means the movement from the mechanistic worldview to the ecological worldview and the shift from Dominant Social Paradigm(DSP) to New Ecological Paradigm(NEP). Environmental ethics education should be 'eco-centred environmental ethics education'which makes some contribution to overcome ecological crisis and to create new alternatives. Also it should be not a simple behavior change but 'eco-centred environmental ethics education', what is called, as 'ecological literacy education'which changes the views of values, thoughts and attitudes etc. In this, as a new social curriculum, 'ecological literacy education'means to cultivate the ability which can recognize environmental problems correctly and to overcome ecological crisis wisely we face with today. To perform this ecological environmental ethics education, we suggested 'eco-centred life values', we place a criterion of moral value judgment according to 'ecological conscience'on 'life', and we presented 'an alternative model of environmental ethics education' giving consideration to human being, nature and environment at the same time.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.64-75
• /
• 1999

The goals of moral education according to the 7th educational curriculum are (1) to learn the basic life custom and ethical norms necessary to desirable life, (2) to develop the judgment to solve desirably and practically the ethical matters in daily life, (3) to develop the sound citizenship, national identity and consciousness, and the consciousness of world peace and mankind's mutual prosperity, and (4) to develop the ethical propensity to practice the ideal and principle of life systematically Based on the goals in the above, the following can be established as goals of environmental education possible: (1) to learn judgment to solve practically the environmental problems in the society with their ethical understanding, and (2) to recognize that environmental consciousness is the basic necessity of sound citizenship and national identity and consciousness, and mankind's mutual prosperity, and to have attitudes to practice environmental preservation in daily life. Like these, the intellectual aspect, the affective aspect, and the active aspect can be established in the environmental education in the ethics education keeping their balance. In order to achieve its goals, the contents of ethics subject are organized largely with 4 domains: (1) individual life, (2) home life, life with neighbors, and school life, (3) social life, and (4) national life. Among these, environmental education is mainly included in the domain of social life. These contents concerning environmental education take 22 (32.4%) out of the whole 68 teaching factors which are taught in the ethics subject from the 3rd grade to 10th grade. These 22 environmental teaching factors are mainly related to environmental ethics, environmental preservation and measures, and sound consumption life. Classified according to each goal, the environmental contents in the 7th curriculum for ethics subject put emphasis on environmental value and attitudes, action and participation, and information and knowledge. Therefore, the recommendable teaching and learning method for the environmental education in ethics subject is to motivate students' practice or to make them practice in person. For example, role-play model, value-conflict model, group study model can be applied according to the topics of environmental education.

• Journal of Research and Publication Ethics
• /
• v.3 no.2
• /
• pp.13-17
• /
• 2022

Purpose: Environmental education-research mainly focuses on the relationship between people and the environment. The purpose of this study is to focus on elaborating on the various ethical behaviors crucial in environmental education-related research. The study utilized a literature review of initial studies conducted on the topic as the primary source of information. Research design, data and methodology: This study has selected the literature content analysis as a research design because this analysis tool provided the present author numerous and tremendous previous works in the realm of authors' ethical issues within environmental education area and prior research already confirmed the high quality of an instrument. Results: Based on the investigation of the literature analysis, the findings emphasize that, while making any choice regarding environmental studies and research, authors and researchers must consider how ethical behavior might be applied to the particular circumstance. There are three ethical behaviors for authors and they can be founded in the section 3 of this study. Conclusions: As a conclusion of this study, three major subfields of environmental ethics-resource ethics, animal ethics, and ethics of nature protection-serve as the foundation for ethical behavior in research on environmental education. The ethical treatment of scarce resources, deployable resources, and environmental media.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.245-263
• /
• 1999

We analysed current elementary and secondary school curriculum and subjects of social studies and ethics focused on environmental education. The criteria of content analysis is what are the keynotes of environmental education (environmentalism or ecology). In lower grades, most of curriculum and subjects are described on the standpoint of ecology. But in upper grades, environmentalism becomes the keynotes of environmental education. Ethics curriculum and subjects are constructed on the basis of ecology, On the other hand social studies and its curricula are written out skewed to the environmentalism. Overall, it seems that environmentalism and ecology are scattered in curriculum and subjects of social studies and ethics without coherent keynotes.

• Hwankyungkyoyuk
• /
• v.22 no.3
• /
• pp.31-48
• /
• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• Hwankyungkyoyuk
• /
• v.13 no.1
• /
• pp.96-110
• /
• 2000

There are some considerations that must take into account in environmental education in the aspect of the difference of value clarification between ecological and economic viewpoint on environment. Although we have a tendency to think that the differences are unavoidable because we are on the economy-oriented life, we should realize that such emphasis to economics comes from the differences between ecological and economic view point on environment. We have lived and thought on the basis of Economic view point, especially, environmental policies are established on the basis of economic efficiency. But this tendency has become great obstacles to environmental ethics education because it dilutes the reason of natural preservation and removes the fundamental reasons why the nature should be preserved. Therefore it is very difficult to balance the value clarification between economic and ecological viewpoint in actual life. Furthermore, environmental problems can not be solved only through economic approach, because of their limits to belief solving from providing incentives. It is very important to make people have a way of thinking which economic activities and debates can be made on the ecological resources. Therefore we can compare this relation to CHAE-YONG founded on Buddism and Chinese philosophy. CHAE means essence of every reaction in the cosmos, and YONG means the reaction itself. CHAE is regarded to ecological resources, and YONG is thought to every-day economic activities. YONG is not able to existwithout CHAE. If economic activities can be done on the basic limit of ecological resources, we can build suitable environment to living condition. We call this appropriate environment as SANG. In other words, the connection of CHAE-YONG-SANG means ecological resources - economic activities - sustainable environment. It is realized that the relations between economics and ecology should be equalized for the balanced environmental ethics education. This study tries to get out of unbalanced relations between economics and ecology from the persepectives of CHAE-YONG-SANG and it was done to suggest an alternative environmental ethics education program

• Journal of Engineering Education Research
• /
• v.11 no.3
• /
• pp.96-107
• /
• 2008

Purpose of the study is to derive improvement scheme by analyzing the actual condition of engineering ethics educational curriculum. Documentary survey was conducted to derive the concept of engineering ethics, background of how engineering ethics educational curriculum was introduced, the purpose and educational method of engineering ethics education, and the present condition of domestic and foreign engineering ethics education. On this basis, survey was taken on engineering ethics class students and company recruiters. Therefore, improvement scheme that suits domestic engineering ethics education curriculum has been suggested.

• Proceedings of the Korean Society for Environmental Edudation Conference
• /
• 2001.07a
• /
• pp.43-44
• /
• 2001

• Journal of the Korean Wood Science and Technology
• /
• v.51 no.5
• /
• pp.392-409
• /
• 2023

The amount of wood waste from furniture production is increasing. Wood waste is diverse and ranges from wood-splitting residues to leftovers from furniture production. Wood waste occurs in companies, household-based industries, and other forms of business where waste accumulates; therefore, an environmental and ethical policy is needed. The aim of this study was to identify products created using wood waste and describe government regulations related to environmental policies. We analyzed the management of wood waste for use as a new product so that it is useful, does not become waste, and complies with policies related to environmental ethics. A case study design using qualitative methods was used. This research focused on managing wood waste in Jepara's furniture and crafts industry for the 2010-2021 period, using 23 sources from primary, secondary, and other supporting documents. Data were collected through observation or gathering information related to research needs, conducting closed-door interviews with research sources, documenting data to strengthen research findings, and using online questionnaires to corroborate information related to wood waste management. This article presents wood waste products designed with optimized environmental ethics and awareness of environmental laws in wood-based industries.

• The Journal of Korean Philosophical History
• /
• no.28
• /
• pp.155-182
• /
• 2010

When we divide Environmental Ethics education into the elements of 'knowledge - emotion - behavior', we need to focus on 'knowledge' at high school level. In general Moral Education, 'knowledge - emotion - behavior' is a circular link, but as Environmental Ethics is a matter of 'consciousness', it is desirable to instruct with the process of 'knowledge>emotion, behavior'. Teaching 'Consciousness on Nature' is not recommended at elementary or middle school level because it demands higher inference. On the contrary, considering the reality in high school it is not recommended to teach the necessity and method of recycling or to go field trip to the polluted area. Rather, it is better to inform the students of Environmental Ethics' viewpoints and let them know the ways of moral judgments. The view of nature in Orientalism is well explained through the Environmental Ethics' viewpoint. To explain the view of nature in Orientalism we should concentrate on the theory, not on the attitude of life. And we should rather compare the viewpoints of nature in Confucianism, Taoism and Buddhism respectively than explain in Orientalism all together. That is, if we compare with the viewpoints of Environmental Ethics and explain similarities & differences in Confucianism, Taoism and Buddhism, we can complement Environmental Ethics or present the third approach.