• 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.

• 동북아역사논총
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• no.59
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• pp.150-186
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• 2018

This paper explains what Japanese progressive liberalism was in postwar Japan by clarifying Maruyama Masao's "Cold War Liberalism," focusing especially on his realism and nationalism searching for "democracy" and "peace" in the context of the early Cold War Japan. Maruyama's Cold War liberalism can be grasped from two perspectives: how the Cold War defined his liberalism and how Maruyama interpreted the Cold War as a liberalist in postwar Japan. The liberal interpretation of the Cold War captures the spatial manifestations of liberalism in the Cold War while Cold War liberalism was to grasp the temporal succession of modern Japan. Maruyama revealed his liberal thinking by combining it to his idea of nationalism and realism. He was concerned about the reshaping of the fascist atmosphere provoked by anti-communism emerging from 186 | 동북아역사논총 59호the Cold War confrontation structure. He sought "neutrality" and "peace" to overcome the so-called "two worlds" of the Cold War. And he stressed the importance of "fair judgment" and "autonomous association" to restrain the fascistic atmosphere in postwar Japan. For Maruyama, subjectivity aimed at the concept of "nation" rather than "citizen," and nationalism was a condition for "democracy" and "peace" in postwar Japan. Maruyama's critical liberalism worked through nationalism and realism.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.37-52
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• 2015

In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary. Construct for geocognition included temporal reasoning, spatial reasoning, retrospective reasoning, and system thinking. Pictorial data in each item were all obtained from GeoMapApp. Students' responses to the items were analyzed and measured cross-sectionally by Rasch model, which distinguishes persons' ability levels based on their scores for all items and compared them with item difficulty. By Rasch model analysis, Wright maps for middle and high school students and college students were obtained and compared with each other. Differential Item Functioning analysis was also implemented to compare students' item responses across school grades. The results showed: 1) Geocognition on plate tectonics was an assessable construct for middle and high school students in current science curriculum, 2) The most distinguished geocognition factor was spatial reasoning based on cross sectional analysis across school grades, 3) Geocognition on plate tectonics could be developed towards more sophisticated level through scaffolding of relevant instruction and earth science content knowledge, and 4) Geocognition was not a general reasoning separated from a task content but a content-specific reasoning related to the content of an assessment item. We proposed several suggestions for learning progressions for plate tectonics and national curriculum development based on the results of the study.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.30 no.3
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• pp.87-96
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• 2012

This study aimed at empirically identifying how the cultural phenomena of localisation and attachment are implemented through Mohyeonjeong and Supodae at Gajo-myeon, Geochang-gun, Gyeongnam. 'Daehakdong', the name of the place where the Mohyeon-jeong and Supodae is located, has a meaning of the place where Geong-Pil Kim(金宏弼) the Hanhwondang(寒暄堂), one of the 5 eastern sages, and Yeo-Chang Jeong(鄭汝昌) the Ildu tought Neo-Confucianism. In addition, in case of Mt. Odo(1,134m) embracing the garden, the meaning of Odo is the five virtues in Confucianism, so we can see that Confucianism was strong in that area. The meaning of 'Mohyeon(慕賢)', "missing and thinking of sages", reflects the emotion of attachment to the place where people pay a tribute to the memory of Seon-Saeng Yang the Hwondu, one of the 5 eastern sages and the creator of Neo-Confucianism in Kyeongnam, and Suk-Ryang Choi(崔淑梁) the ancestors Pyeongchon. In addition, Odojae(吾道齋), Kijeok monument to pay a tribute to the memory of Pyeongchon, the persimmon tree symbolizing Hanhwondang, and Jidongam(志同巖) standing in front of Mohyeon pavillion represent the united wills of the above 3 people to show their Dohak(道學) spirit by practicing it, and also a reiterated expression of attachment to the place. 'Hwonduyangseonsaeng janggujiso' and 'Pyeongchonchoigong ganghakjiso(坪村崔公講學地所)' engraved on the rock of Myeongso Supodae where they gave a lecture of Neo-Confucianism to local Confucianists for many years and enjoyed nature make us to identify the intrinsic meaning of the location that was inherited in the memory of people. Along with this, most of the content of poetry, restoration records, and Sangryang articles are filled with the content reminding of the historical meaning and origin of Mohyeon-jeong and Supodae, so we can see from this that the place had the spatial meaning of Jangsujiso(藏修之所), 'the place of lecturing and communicating' and respecting ancient sages. This spatial tradition is the result of positive attachment to the place, and Mohyeon-jeong and Supodae is the place where the attachment to the place was made spontaneously througth the localisation. To sum it up, Mohyeon-jeong and Supodae was the place of attachment where one paid a tribute to the memory of ancient sages, and Mohyeonjeong and Supodae rocks were the representative examples of the localisation to show the meaning of the place by implication. Studying the process of attachment and localisation of the place does not only enable us to infer the genuine form of the traditional memorial space and park, but also to reproduce the place with the modern concept.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.2
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• pp.75-85
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• 2010

The purpose of this study is to attempt new analysis on Soswaewon Garden(瀟灑園) where is Korea's traditional garden, focusing on which the tendency of its change is a relational-formation tool similar to the Eastern Mode of Thought, with paying attention to conversion as the new view of world. Accordingly, the aim is to reanalyze by connecting with Soswaewon Garden based on the theory of complexity, which tries to look at the whole through relationship rather than characteristics in individual components. Given summarizing findings, those are as follows. First, it was found that complexity shown in space and open system of physical dimension was characterized by 'event(situation)', 'non-determination' and 'homogeneous relationships between part and whole', and a variety of techniques introduced the nature positively. In particular, it was found that there were many cases of topographic usage, since the Soswaewon Garden selected its construction site proactively and was a product from architectural works in compliance with a given flow of natural topography. This has a nature of open text in the situation of emergent behaviors. Second, it was found that complexity shown in experiences and open system on the invisible dimension was characterized primarily by 'event(situation)' and 'relationships of interactive response between actors and environment', and various techniques appeared as a space for interactive combination of nature and daily experiences. This is typical of bilateral harmony based on interactions between subject and object, and between mankind and nature, and becomes also a space to accommodate temporary emergent behaviors in our life. Third, the compositional elements are reconstituted as space of organic property with dismantling steady relations. Especially, 'Soswaewon Garden's 48 poems(瀟灑園四十八詠)' will be the origin of the emotionally spatial experience to the current performers. Ultimately, the performer in the space of Soswaewon Garden simultaneously becomes a creator of space, and will generate new space with intertextuality with environment. Therefore, Soswaewon Garden becomes a place of binding me and the other together while maintaining mutual relationship based on organic thinking between a human being and nature and between the whole and a part.