The Korean Association of General Education最新文献

{"title":"Research on the Development of a Conceptual Framework for Core Values in National Curriculum through Future Society Prediction","authors":"Ji-sun Yu, Sung-hoon Yang","doi":"10.46392/kjge.2024.18.1.79","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.79","url":null,"abstract":"This study aims to address the importance of core value education required in the curriculum according to the changing times, and to explore and develop a core value concept word system for the curriculum at the national level curriculum. As a research method, first, the core value concept words used in the 2022 revised curriculum documents were frequency analyzed to derive important core value concept words. Then, we analyzed the headlines of the hexagonal promotion tasks in the main work report documents of each government department using frequency analysis and topic modeling techniques to identify trends, and generated scenarios for predicting the future society using ChatGPT and finally classified them according to STEEP. The future society prediction scenarios classified by STEEP were matched with the core value concept words in the 2022 revised curriculum document and presented systematically in terms of society and individuals. As a result of the study, 30 core value concept words including “respect” were derived from the 2022 revised curriculum, and “industry, expansion, and promotion” were important in the headlines of the key initiatives of each government ministry's major work report. Words such as “education, culture, and marine,” which represent the characteristics of the government's major work report but also the characteristics of each ministry, were also included in the high frequency range, confirming that it can be meaningful to derive future scenario topics from the headlines of the key initiatives of the government's major work report. There were 10 future society prediction scenarios generated using ChatGPT, and after classifying them according to STEEP, we developed a core value concept word system consisting of a total of 30 words divided into society and individual aspects. The core value conceptual language system will contribute to the activation and systematization of core value education in elementary and secondary schools, and will be the basis for connecting with liberal arts education at the university level.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"9 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Liberal Arts Education in the Anthropocene and the PBL Living Lab : Focusing on Korea University's Core Liberal Arts Course LIBERTY JUSTICE TRUTH Ⅱ","authors":"Yun-Eui Yang, Oonee Koh, Si-jeoung Kim, Eun-Sook Paik, In-Su Yum, Yoon Choi","doi":"10.46392/kjge.2024.18.1.131","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.131","url":null,"abstract":"In this article, we discuss the meaning and possibility of convergence liberal arts education in the Anthropocene. This article introduces the development process of the LIBERTY JUSTICE TRUTH Ⅱ, core curriculum at Korea University, and describes the educational significance of PBL and the living lab, which are at the core of the course. The liberal arts education of the Anthropocene should move towards the transformation of social and technological systems for sustainability. PBL is gaining attention as a learner-centered educational methodology, and the ‘living lab’ is emerging as a methodology that expands the social and public role of universities by emphasizing active linkage and cooperation with local communities. The characteristics of the PBL process of the LIBERTY JUSTICE TRUTH Ⅱ course are as follows. First, it implements a student-centered teaching model. Second, it establishes a co-agents model that unites and cooperates through a network of actors with diverse perspectives, knowledge, and experiences. Third, it implements a living lab that solves social problems practiced by learners as citizens and educational subjects. In the Anthropocene, humans need to change their thinking and behavior and their relationships with other living and non-living beings. Since it requires students to think about and put into practice a fundamental transformation of the human condition, the design idea of the LIBERTY JUSTICE TRUTH Ⅱ course embodies the essence of liberal arts education in the Anthropocene. The course, which combines PBL and a living lab, has practical significance as a liberal arts education program for the transformation of contemporary thinking and behavior.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"31 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experience of ‘Sustainable Awareness and Practice’, Study on Global Citizenship Education : Focusing on D University Cases","authors":"JinSook Nam","doi":"10.46392/kjge.2024.18.1.333","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.333","url":null,"abstract":"This paper emphasizes that the foundational direction of global citizenship education is sustainable awareness and practice. It examines the feasibility of this approach, focusing on the case of D University's liberal arts course class. To achieve this objective, key considerations and challenges that need addressing when implementing global citizenship education in university liberal arts programs were highlighted initially. Insights were shared on practical challenges in global citizenship education between countries, issues related to the process and design of learning domains, and the categorization of courses based on subject groups. The outlined outcomes were derived from a project class within the subject group at D University, the sole subject group to offer a global citizenship education course.Firstly, within the realm of global citizenship education, activities in cognitive, social, emotional, and behavioral domains are occasionally conducted sequentially; however, it is evident that these three areas can also be concurrently addressed. Secondly, experiences through projects can contribute to the scalability and sustainability of both individuals and regions. Although scalability and sustainability may pose challenges for individuals, fostering solidarity with others and collaborating with various organizations facilitates sustainable awareness and practices in global citizenship education.From this study, we can infer that the potential for scalability and sustainability is heightened through collaborative projects with other students on campus and hands-on experiences can be gained as a member of an external non-governmental organization (NGO). Therefore, the concept of ‘sustainable practice’ encompasses ‘activity,’ ‘sustainability,’ and ‘scalability.’ This paper is meaningful as it presents a direction for global citizenship education in university liberal arts programs.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"58 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Educational Implications of Actor-Network Theory","authors":"Ok-han Yoon","doi":"10.46392/kjge.2024.18.1.67","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.67","url":null,"abstract":"The purpose of this study is to examine what ANT is and to explore the educational implications of it. The characteristic of ANT is that it defines non-humans as ‘actors’ who constitute society on an equal basis with humans. A ‘black box’ refers to when actors build stable relationships and appear as if they are one object. A ‘network’ is a set of unfixed relationships between actors. ‘Translation’ refers to the process of forming a network of relationships. Translation consists of four steps: raising the issue, attracting attention, registering, and mobilizing.The educational implications of ANT are, first, to break away from the limitations of existing teaching and learning theories such as behaviorism, cognitivism, and constructivism, and to develop new teaching and learning theories necessary in the age of science and technology. Second, to move away from me-centeredness and emphasize community-centeredness. Third, ANT stresses the importance of ecological conversion education.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"48 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transition from Mythoverse Imaginary to Metaverse : Exploring the Liberal Arts Educational Value of Mythology in the Context of Literary Narratives","authors":"Hyounjin Ju","doi":"10.46392/kjge.2024.18.1.53","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.53","url":null,"abstract":"This research examines the evaluative and future-oriented predictions of the 21st century, defined as the ‘Century of Technology’, from a humanistic perspective, foreseeing its advancement propelled by sophisticated science and technology. In particular, this study aims to examine the cultural acceptance patterns regarding the concept of the ‘metaverse’, which is commonly referred to as a representation of digital technology emphasized at the beginning of the 21st century, from both humanistic and educational perspectives. Given the current lack of a clear definition, the study highlights the need for the intervention of humanistic reasoning, as the metaverse is generally understood either as 3D digital technology or represented as a ‘virtual world’. At the current juncture, as the implementation of the virtual world in the metaverse is perceived through character creation games or role-playing games such as ‘Second Life’, this study seeks to raise questions about the playful imagination that is projected onto the metaverse. Examining the phenomenon where internet users connect to the virtual world of the metaverse, placing a central focus on creating an ‘avatar’ or hero representation, the study aims to explore the inherent presence of imaginative desires, specifically the ‘human creative desire’, manifested in mythical worlds. With the advent of the metaverse era and the connection to virtual worlds, the human desire to create avatars reflects similarities to the ancient expression of the human creative desire in mythical worlds. The study also interprets how literary and artistic attempts of past centuries have echoed and intersected with this desire. Through this comparison, it was possible to recognize the significant influence of the ‘mythoverse’, or mythological imagination, in implementing the virtual world of the metaverse. Additionally, the study considered that if human life transitions to virtual worlds in the near future, the wellspring of humanistic knowledge, namely ‘myth’, could have a meaningful impact. Despite the technological advancements of the 21st century, the transition and realization from mythology to history, reality to dreams, the real world to virtual worlds, and the mythoverse to the metaverse transcend space and time. By emphasizing the value of mythology as a cultural heritage for humanity and highlighting the need for applying mythology in humanities education, this study aims to underscore the significance of myth in the cultural assets of humanity.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Robot’, A Mirror for Humans : Liberal Arts Education in the Era of Technological Domination and How to Read this Era","authors":"Byeong Tae Lee","doi":"10.46392/kjge.2024.18.1.23","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.23","url":null,"abstract":"The winds of transition towards the ‘Fourth Industrial Revolution’ are very strong. The field of education is never outside their sphere of influence, and liberal arts education is no exception. However, it seems necessary for us to reflect differently on the fact that the trend of educational responses to adaptively accept current changes is only being strengthened. For instance, educational attempts to lead students to reflect critically and fundamentally on the prevailing trends of a particular era need to be made more actively than they are now, at least in the field of liberal arts education. This is because leading the generation who will live in a rapidly changing world to be aware of the historical context in which they are located has an educational weight that is difficult to overlook. In this regard, educational resources worth paying attention to are the redefinition discourse on the ‘human-machine’ and the preceding history of the digital age and hi-tech era symbolized by ‘robots’. The trajectories that intersect intellectual history, cultural history, and real history serve as a treasure trove of rich narratives and an important educational resource because they allow us to focus on the journey humanity has taken to reach the present stage. The field of liberal arts education, with its multidisciplinary characteristics, is the most appropriate place for these resources.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse Rules of a Book Essay and a Case Study for the Writing Classes in a University Curriculum of Liberal Arts","authors":"Ran Lee","doi":"10.46392/kjge.2024.18.1.303","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.303","url":null,"abstract":"This thesis explored what the genre knowledge of the book essay is and its discourse rules in the writing classes in a University curriculum of a liberal arts program. Using an example of a class design for book essay writing, it presented the cases pertaining to how the learners internalized the discourse rules and reflected them into their book essays. It put forth an extensive approach, proposing that the discourse rules fall under the premise that the academic book essay belongs to an academic essay, which is located between book journals and academic theses. Also, it presented writing rules which can allow the writers to face their tasks using not only the approach of essays, but also an insight of criticism, using both formal and informal approaches. Learners were able to select their books in a self-directed manner, for the books were related to their own majors and thus were interesting to them. Moreover, they utilized the advantages of the free style forms of writing book essays by selecting their book genre without any restrictions. Also, the program respected the learners’ choices when it came to the components on book essays according to their reading materials by providing, as extensively and diversely as possible, each component in the ‘introduction’, ‘body’ and ‘conclusion’ respectively. Through connecting the writings to presentation classes, this strengthened the learners’ competency of understanding and criticism regarding the transference of their abilities as well as the reading materials and instructions in order for them to establish their authorships. Finally, the learners were able to internalize the discourse rules and they showed that they can reflect them into their writing on their own. This thesis furthermore suggested that the more genre-restricted discourse rules be researched in a more specific way.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"108 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Starting to Know the World from Deep Self-understanding : Focusing on the ‘Global Citizenship and Restorative Peace’ Liberal Arts Class at D University","authors":"Nanhee Shin, Deukgou You, Nanhee Park","doi":"10.46392/kjge.2024.18.1.319","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.319","url":null,"abstract":"This paper examines how, in a course designed from a restorative peace perspective, learners connect with their inner self, experience a deep understanding of themselves, and further begin to expand their awareness by learning about the world around them. According to the analysis, through the activities of observing, expressing their feelings, knowing their desires, finding core values and making requests, learners were able to discover and express themselves and experience freedom from being bound by the cultural values and styles that had formed their characters so far. The activity of writing an auto-ethnography journal became an important turning point in carrying out this work. Group activities created a sense of empathy and solidarity among the students through their sharing of difficult moments in the process of gaining a deep understanding of their inner self, and provided an important foundation for carrying out the difficult task of better knowing the world. The focus of this subject's activities is for the students to experience deep self-understanding, which is a prerequisite for developing a greater awareness as global citizens. Afterwards, students asked themselves the following question: How can we as learners more actively engage in awareness and exploration to better understand the world, once we have achieved this internal competency? This study highlights the need for follow-up work to determine whether this is achievable.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Sequential Mediating Effects of Perfectionism and the Lack of Tolerance for Creating Uncertainty in the Relationship between Parental Achievement Pressure and College Students' Career Preparation Behavior","authors":"Ji-Eun Kim, Won-Seok Choi, Seung-A Paeg","doi":"10.46392/kjge.2024.18.1.101","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.101","url":null,"abstract":"The purpose of this study is to confirm the structure and effect of parental achievement pressure on college students' career preparation behavior through personal perfectionism and the lack of tolerance for uncertainty. In particular, we sought to determine what factors influence college students' career preparation behavior by identifying the functions of parental achievement pressure, perfectionism, and lack of patience for uncertainty. Based on previous research, a tendency towards perfectionism, coupled with a lack of tolerance for uncertainty, were selected as factors that influence the relationship between parents' achievement pressure and college students' career preparation behavior. Also, perfectionism was selected in the relationship between parents' achievement pressure and college students' career preparation behavior. In order to verify the sequential mediating path between the perfectionism and the lack of tolerance for uncertainty, a research model was set up to verify the research problem. The subjects of the study were 345 college students, and data were collected through an online survey. Basic analysis was performed using SPSS to confirm the relationship between variables, and sequential mediation effects were confirmed using Amos' structural equation model.According to the analysis results, first, the higher the parental achievement pressure, the higher the perfectionism tendency, decreasing the perfectionism tendency, and the higher the lack of tolerance for uncertainty. Consequently, the higher the lack of tolerance for uncertainty, the higher the career preparation behavior of college students. Through the analysis, we confirmed that the path from parents' achievement pressure to college students' career preparation behavior through the sequential mediation of perfectionism and a lack of tolerance for uncertainty was statistically significant. Second, looking at the results pertaining to the direct and indirect effects of the research model, parents' achievement pressure plays a role in directly reducing the lack of patience for uncertainty, but indirectly reduces the lack of patience for uncertainty through the tendency for perfectionism. We can see that height plays a role. In addition, perfectionism tends to play a role in directly increasing college students' career preparation behavior, but we can also see that it indirectly lowers college students' career preparation behavior through a lack of tolerance for uncertainty. On the other hand, we saw that that parents' achievement pressure did not have a significant direct or indirect effect on college students' career preparation behavior, and that there was a sequential relationship between a tendency for perfectionism and a lack of tolerance for uncertainty between parents' achievement pressure and college students' career preparation behavior. We confirmed that there was a full mediation effect. Based on the results derived from this study, the significance of the stu","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"74 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A New Attempt at Social Innovation Curriculum : The Design and Operation of ‘Urban Innovation Project (Capstone Design)’ by a PrivatePublic-Academic Partnership","authors":"Sujin Yoon","doi":"10.46392/kjge.2024.18.1.347","DOIUrl":"https://doi.org/10.46392/kjge.2024.18.1.347","url":null,"abstract":"The purpose of this study is to examine the design and operation of the private-public-academic partnership Social Innovation Liberal Arts Curriculum. This initiative involves collaboration between universities, local governments, companies, and NGOs local governments, companies, NGOs, and universities to address community problems and create positive change. The ‘Urban Innovation Project (Capstone Design)’ class was developed to operate the Urban Innovation School, which is a collaborative urban regeneration project involving Seoul Women's University, Habitat for Korea, and POSCO E&C (formerly known as POSCO Engineering & Construction). The project, initiated in 2020, aims to foster private-public-academic partnership and resident participation. While maintaining the purpose and benefits of the current university alliance program, the course was developed as a three-credit liberal arts curriculum. It utilized the inter-university credit exchange method to offer a structured curriculum on a semester-by-semester basis. The aim was to enhance students' engagement in the project, elevate their performance, and acknowledge their participation efforts by granting credits. The main content is based on the implementation of the project by a team organized by topic. It consists of online lectures, on-site activities for 3 days and 2 nights, expert advice, resident participation activities, and a final output presentation. In the 2023 academic year, a total of 49 students from 8 universities participated in the first semester of the program. In order to enhance the educational and social impact of the program, it is necessary to expand the number of universities that offer and operate classes in the future. Additionally, the project topics should be expanded from solely focusing on urban regeneration to encompassing urban issues as a whole. The ‘Urban Innovation Project (Capstone Design)’ class, which is based on private-public-academic partnership and credit exchange between universities, will be able to propose useful and meaningful implications for the social innovation curriculum. This curriculum aims to solve problems and create a positive impact through the connection and collaboration of various actors and sectors.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}