Can Korea have academic achievement plus well-being? The case of Hyukshin schools

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Stanton Wortham, Clara Shim, Deoksoon Kim, Dennis Shirley
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引用次数: 0

Abstract

Korea is recognized around the world for its performance on international educational assessments and the economic development its educational system has facilitated. However, there is also a deficit in well-being among young Koreans. In response, Korean educators have developed alternative, whole person approaches. This article reports a study of one such approach, the “Hyukshin School” movement. We describe the theory and practice of Hyukshin Schools, drawing on interviews, school observations and artifact collection at 16 schools in Seoul. These schools embody progressive, whole person principles familiar elsewhere, and they integrate these with distinctive Korean ideas. This case of educational change illustrates how one reform movement is engaging the tension between highly competitive academic achievement and well-being.

韩国能否实现学业成绩加福利?兵库县学校的案例
韩国在国际教育评估中的表现及其教育体系促进的经济发展得到了全世界的认可。然而,韩国年轻人在幸福感方面也存在不足。为此,韩国教育工作者开发了另一种全人教育方法。本文报告了对其中一种方法,即 "Hyukshin 学校 "运动的研究。我们通过对首尔 16 所学校的访谈、学校观察和物品收集,描述了 "Hyukshin 学校 "的理论和实践。这些学校体现了其他地方所熟悉的渐进式全人教育原则,并将这些原则与韩国的独特理念相结合。这一教育变革案例说明,一场改革运动是如何处理竞争激烈的学业成绩与福祉之间的矛盾的。
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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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