• Journal of the Korean Geographical Society
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• v.50 no.3
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• pp.305-323
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• 2015

The main purpose of this paper is to explore the paradigm shifts of landscape studies in Anglophone cultural and historical geography. By analyzing the work of the Berkley School in the 1950s and 1960s, the advance of humanistic geography in the 1970s, the revival of cultural geography in the 1980s ("new cultural geography"), and the recent development of non-representational geography, this paper demonstrates that the paradigms of landscape studies in Anglophone cultural and historical geography have been changed. By giving buoyancy to the concept of 'Affect'-a kind of 'spatio-bodily-magnetic relation'-as an essence of non-representational geography, I provide an easy way for understanding the implications of non-representational geography. In addition to this, re-conceptualising Non-Representational Theory (NRT) based non-representational geography as 'Kyung-Chi Jirihak' in Korean lexicon context, it is suggested that what the directions of landscape studies of cultural and historical geography of Korea should be and how it can be set up in the paradigm shifts.

• Journal of the Economic Geographical Society of Korea
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• v.11 no.1
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• pp.8-23
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• 2008

This paper aims to introduce paradigm shifts in the development of economic geography and to explore theoretical background and themes of the New Economic Geography discussed recently. Since the 1990s the New Economic Geography has been discussed actively in the field of economics with including the concept of space to the economic theory. The New Economic Geography has also been actively discussed in the field of economic geography with exploring new methodology and theoretical framework based on institutional and evolutionary approaches following a broad trend of "cultural turn". Diverse themes such as innovation, environment, services, feminist, labor market, etc. has been studied along the perspectives of the New Economic Geography in the field of economic geography. It is expected that new theories and methodologies for understanding and analyzing new economic spaces can be established through active interactions between economic geographers and other social scientists such as regional science, economics, sociology, etc.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.1-11
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• 2003

The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.

• Journal of the Korean association of regional geographers
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• v.10 no.3
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• pp.554-567
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• 2004

Since the 1980s, the academic interests on the regional geography have been renewed. This trend is usually called 'Renaissance' of the regional geography. Given this context, to explore diverse theories and methodologies in the regional geography is of much significance. Particularly, to examine the regional geography in Germany widens the understanding of not only the history, strength, and weakness of the regional geography, but also the discipline's status in the field of geography. This paper discusses the regional geography in Germany before World War II, focusing on varieties of theories and methods as well as the historical trajectory of the German regional geography. This discussion may well be significant in that 'Laenderkunde' became an important paradigm in the discipline of geography in Germany during the pre-World War II period.

• Journal of the Economic Geographical Society of Korea
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• v.19 no.1
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• pp.161-171
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• 2016

As social environment has changed, a practical academy for higher employment rates becomes more important in higher education. It is need to have a paradigm shift in geography education. In this background, this study explore practical education in geography. This study propose practical strategy using GIS curriculum. First, the demand analysis in national and regional area is need. Second, continuous renewal reflecting new technologies is need. Third, capstone design and co-operative education with GIS company is need. Fourth, convergence and diversification in Geography education is need. Fifth, publicity for the practical geography education is need.

• Proceedings of the KSRS Conference
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• 2002.10a
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• pp.827-831
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• 2002

MediaGIS is a concept of tightly integrated multimedia with spatial information. VideoGIS is an example of MediaGIS focused on the interaction or interaction of video and spatial information. Our suggested GeoVideo, a new concept of VideoGIS has its key feature in interactiveness. In GeoVideo, the geographic tasks such as browsing, searching, querying, spatial analysis can be performed based on video itself. GeoVideo can have the meaning of paradigm shift from artificial, static, abstracted and graphical paradigm to natural, dynamic, real, and image-based paradigm. We discuss about the integration of video and geography and also suggest the GeoVideo system design. Several considerations on expanding the functionalities of GeoVideo are explained for the future works.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.970-984
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• 2014

This study aims to inquire into experience of geography teachers participating in a teacher learning community based on the grounded theory methodology. Participation observation was conducted on one of geography teacher learning communities. The total of 11 research participants were selected to conduct in-depth interviews. The data collected were analyzed by the coding method proposed by Strauss and Corbin(1990, 1998). In open coding, 125 concepts, 43 sub-categories and 17 categories were drawn and in axial coding by paradigm model, phenomenon, conditions, action/interaction and consequences turned out. In selective coding, the participants were classified into four types and the condition/consequence matrix was developed. As a result of the analysis, first, participation, obstacles and continuous participation factors of geography teachers in the teacher learning community could be understood from multi-dimensional aspects. Second, principles of the collaborative teacher learning and the factors promoting collaborative teacher learning were established. Third, the professional development of geography teachers through teacher learning community could be understood.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.357-378
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• 2014

The concern on new regional geography in Korea has emerged in the 1990s under the influence of paradigm shift of Western geography, that is, the withering of positivist geography and the introduction of grand social theories into geography. New regional geography in Korea also seems to have developed in the rapidly changing process of glocalization of capitalism which has accompanied with the transformation toward post-Fordism with high-tech innovation, development of transportation and communication technology with time-space compression, and increasing social and cultural mobility with change of identity. But it can be pointed out that discussion on methodology for regional geography in Korea has been shrunken since the mid 2000s, and there has been relatively little empirical research with synthetic approach to region. But more concern on methodology in terms of place, territory, network, scale, etc. rather than the concept of region itself has increased, and empirical researches on regions in specific fields of human geography have been promoted. It is argued that the traditional distinction between synthetic and analytic approaches seems no longer significant. But geographers need to extend the concept of region in relation to other diverse spatial concepts, and to purse simultaneously structural analysis on glocalization process and practical strategies responding positively to the process.

• Journal of the Korean Geographical Society
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• v.42 no.2 s.119
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• pp.177-195
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• 2007

The central aim of this paper is to identify the distributional pattern of poverty and to investigate the spatial relationship between poverty and welfare service providers in Busan, Korea. It is intended to explain how the relationship of service-dependency between impoverished people and social welfare services leads to uneven social geography. Welfare services controlled by public or private agencies may support the impoverished people in different ways, generating social outcomes. By exploiting the spatial variations in the incidence of poverty and the provisions of social welfare services, this paper is to understand the dynamics of the geography of poverty from a local scale so that it can help us understand how various governmental and nongovernmental area-based service providers are spatially uneven when they are compared to the distribution of service dependency group such as impoverished people. From this research, it is finally argued that the implications of locational interdependence between such needed groups and social welfare services for their support demand a paradigm for urban social geography that centers on the changing welfare provision structure and the linkages between population and service-provision.