• Journal of the Korean Geographical Society
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• v.40 no.6 s.111
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• pp.595-612
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• 2005

This paper is to inquire into nature of the educated's geography from 1905 to 1910 by researching relevant geographical resources in HAKBO published by the Academic Society. At that time, the Patriotic Enlightenment Movement was active, and the Academic Society attempted to enlighten people, to enrich the country, and to restore the sovereign right. The educated tried to understand the reality in view of social Darwinism and make their country the winner as well as the fit in the struggle for existence by this movement. Their effort can be seen in HAKBO and geography in it. The contents of geography in HAKBO was related to world-wide geographical information and intended to instil patriotism into the hearts of people. As their research methods, they adopted systematic geographical method by comparing between region and region, or studying relationships of the nature and human, and Hettner's regional geographical method which describes human after the nature. Hence, it is proved that the educated's geography in HAKBO introduced modem geography in western society for Patriotic Enlightenment and it used its geographical methods.

• Journal of the Korean association of regional geographers
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• v.8 no.2
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• pp.256-269
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• 2002

This paper is the first geomorphological research on TAENGNIGI which is famous for old geography book in Korea. The purpose of this paper is to explain TAENGNIGI in modem geomorphological viewpoint and then, lay the foundation for establising Korean style geomorphological terms. It also analyzes TAENGNIGI from Lee, Jung-Hwan(the authority of TAENGNIGI's geomorphological viewpoint. The main results are summarized as follows. Firstly, It is estimated that TAENGNIGI is a geography book including human and physical geography. Secondly, in spite of Lee, Jung-Hwan's some metaphysical explanation of feng-shui in TAENGNIGI. his geomorphological appreciative eye is excellent. Thirdly, it is possible that a Korean style geomorphological term will be established based upon the result of this paper on TAENGNIGI. Fourthly, Lee, Jung-Hwan indicted geography(地理), profit(生利), human nature(人心), landscape(山水) as factors in selecting of people's dwelling place(可居地) and he described that geography(mainly physical geography) was mostly important among the four factors mentioned in selecting of people's dwelling place. Especially he also mentioned that good landscapes have a favorable influence upon the forming of people's character.

• Journal of The Geomorphological Association of Korea
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• v.19 no.1
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• pp.109-121
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• 2012

Human responses, such as construction of levees, are a spatial representation of the place vulnerability which is induced by a geomorphic hazard like flooding. Human responses include all forms of human activities to reduce the place vulnerability and they seem to be related with reducing vulnerability rather than reducing geomorphic hazards. Diverse human responses to the perceived environment bring about changes in the place vulnerability. People respond spatially to their vulnerability of the place in diverse ways from their experience and perceived risk. Human responses have quantitative possibilities in predicting and modeling the place vulnerability. Building the model of a dynamic place vulnerability to the diverse geomorphic hazards requires basic maps of geomorphic processes and human responses in the region.

• Journal of the Korean association of regional geographers
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• v.9 no.2
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• pp.153-168
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• 2003

Since 1945, geography textbooks of South Korea and North Korea have been developed differently. Taking both geography textbooks of South Korea(printed in 1996 and 1997) and them of North Korea(printed in 1995), this study compares and analyse geography textbooks of South and North Korea systematically, then to show their likeness and difference. Results of this study are as follows: First, Most of contents in South Korean textbooks consist of explations and many tables, graphs and photographs leading to inquiry activities, whereas those in North Korean textbooks consist of mostly sentences that explain topics, diagrams and sketches. Second, Geographical education in South Korea puts strong emphasis on human geography and regional geography, whereas that in North Korea does strong emphasis on physical geography, economic geography and education of cartography. Third, The geographical words of South Korean textbooks contain words written in Chinese character and words of English origin, whereas Those of North Korean textbooks do many pure Korean words.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.75-92
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• 1996

Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.

• Journal of the Economic Geographical Society of Korea
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• v.24 no.1
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• pp.29-51
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• 2021

The present research explores the tendency of the items that require Place Location Knowledge (PLK) of the Korean Geography subject in the College Scholastic Ability Test. The major findings are as follows. First, the geographical regions of the items are spatially skewed, especially in the Yeongnam regions, which are tested more frequently compared to the others. Second, the fact-based items more concern with regionality such as geographic indication system and regional festivals. Third, the concept-based items can be divided into physical geography and human geography and there were four items related to economic geography. Fourth, students tend to find it challenging in the items asking PLK. The difficulty varies according to the type of items. The students find concept-based items which require high-order thinking more challenging. There is also differences identified between contents. For example, the section of physical geography, especially climatology-related, were considered the most challenging followed by those of economic geography. Finally, the differences in the rate of correct answer are associated with the scale of the regions covered in the items and students experienced more difficulty in the items asking more precise scale.

• Journal of the Korean Geographical Society
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• v.46 no.1
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• pp.100-114
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• 2011

The purpose of this study is to suggest the contents for geography education about East Asian cultural diversity. I chose "Human Relationship and Living-Habit" culture among East Asian diverse cultures and fixed 4 themes: family cultures, traditional cultures, friendship cultures and relationship cultures with other people. For making the lesson contents for East Asian cultural diversity, I analysed Geography 2009 Revised Curriculum and presented specific contents differently depending on grades. Until now, static and homogeneous cultures in East Asia have been emphasized mostly at school but cultures that are dynamic and related to students$^{\circ}{\phi}$ life are proposed in this study. Through understanding the differences of the East Asian cultures, it will be possible to expand mutual understandings among the East Asian people. This study will be a good alternative and paving the way for enhancing cooperations in East Asia.

• Journal of the Korean Geographical Society
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• v.47 no.1
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• pp.1-12
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• 2012

Based on the study of the lineage groups around Gyeongju City and the migrants from North Korea, it is recognized that any one of Korean group identities has not been naturally formed over a long time, but socially constructed. One of the project for the Korean human geography orienting toward Korean Studies is to examine, from the place perspective, the complicated and contested identities that modern Koreans are today sharing individually as well as in a group. From such an examination. it can explore specifically the future shape of the Korean identity upon which everybody can agree. To make the project successful, Korean Human Geography needs to start from the study of a specific place that would expose the triangular relations among the three elements: identity, place, ideology or power.

• Journal of the Korean association of regional geographers
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• v.22 no.4
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• pp.912-930
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• 2016

This paper suggests to bring the idea of social construction of nature or social nature discussed in social science including geography to geographical and environmental education for breaking traditional divide of people(or society) and nature. And this paper analyzed relationship between people and nature, meaning of environment and the concepts of social nature represented in the geography curriculum and textbook of England, Australia and Korea. Recently in terms of focusing disciplines or education on integration or convergence, introduction of social nature in teaching and learning geography and environment has an important implication. With rapid growth of capitalism, nature is constructed socially by the political, economical, social and cultural practice. Thus geography education reduces the distance between human geography and physical geography and needs to focus on exploring not just the relationship between people and nature but social construction of nature. Another implication of the introduction of social nature in teaching and learning geography and environment is that students can develop the relational sensitivity about the relationship people and nature or people and place.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.239-254
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• 2015

The purpose of this study is to explore the possibility of ethical geography education, based on the 'relational turn' of understanding of human/non-humans and place in the context of the student's daily consumption. To do this, first and foremost, due to the de-localization of product networks that students consume, it has been discussed the situation that the ethics of responsibility and care is reduced. Then, this paper suggests an understanding of place and human/non-humans in a relational view, as a basis for the student's ability to look at matters of consumption and ethics through the viewpoint of relational ethics of responsibility and care. Finally, this research examined relation of commodity consumption, relational geographies and ethics of responsibility and care through 'mobile phone connection'. It is argued in the paper that the role of ethical geography education lies also in allowing students to feel connected to various humans/non-humans as a absent presence in his own life and to acquire cognitive and practical skills to provide more responsibility and care for their socio-ecological environment, thus making a better world.