Journal of Korean Home Economics Education Association (한국가정과교육학회지)

Korea Home Economics Education Association (한국가정과교육학회)
권호 표지
DOI QR코드

DOI QR Code

Comparing 'Consumer Life' of Korean and Japanese Home Economics Textbooks Through ESD Concept

한국과 일본 중학교 가정교과서 '소비생활' 관련 단원의 지속가능발전교육(ESD) 구성개념 비교

  • Yu, Nan Sook (Dept. of Home Economics Education, Korea University) ;
  • Jung, Hyojung (Home Economics Education Course, Faculty of Education, Shinshu University)
  • 유난숙 (고려대학교 가정교육과 ) ;
  • 정효정 (일본 신슈대학교 교육학부 가정과교육코스 )
  • Received : 2023.06.17
  • Accepted : 2023.07.03
  • Published : 2023.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to analyze 'consumer life' units in middle school home economics textbooks in Korea and Japan based on the ESD concept (diversity, interaction, finiteness, fairness, cooperation, responsibility). The objective was to compare how the ESD concept was reflected in Korean and Japanese textbooks. The analysis focused on the units related to 'adolescent consumer life' in Korean textbooks and 'money management and purchase' as well as 'consumer rights and responsibilities' in Japanese textbooks. Results showed that in Korea, responsibility (23.36%) was most emphasized, followed by interaction (22.43%), cooperation (19.63%), fairness (18.69%), finiteness (10.28%), and diversity (5.61%). In Japan, cooperation (21.74%) and interaction (21.45%) received significant attention, followed by fairness (16.23%), responsibility (13.91%), finiteness (13.33%), and diversity (13.33%). Korean textbooks exhibited a wider range of ESD concept percentages compared to Japan. In the Korean textbooks, responsibility was emphasized for promoting rational and ethical consumption, while Japanese textbooks highlighted cooperation in resolving consumer issues and collaborating with local and international communities to address environmental concerns. Interaction was emphasized regarding the impact of individual and family consumption on society, economy, and the environment. Overall, both Korean and Japanese home economics textbooks reflected elements that foster sustainable consumer behaviors.

본 연구의 목적은 한국과 일본의 현행 중학교 가정교과서 '소비생활과 자원관리' 관련 단원을 지속가능발전교육(ESD) 구성개념(다양성, 상호성, 유한성, 공평성, 연계성, 책임성)을 기준으로 분석하여 두 나라 중학교 가정교과서에 ESD 구성개념이 어떻게 반영되었는지 비교 분석하는 데 있다. 분석대상은 한국과 일본 각 세 개 출판사에서 발간된 가정교과서(총 6개 출판사)의 '소비생활과 자원관리' 분야의 교육내용으로, 한국 교육과정 내용요소 '청소년기의 소비생활', '청소년의 자기 관리', 일본 교육과정 내용요소 '금전의 관리와 구입', '소비자의 권리와 책임'과 관련된 단원이 이에 해당된다. 현행 중학교 가정교과서 '소비생활과 자원관리' 관련 단원에 ESD 구성개념이 얼마나 반영되었는지 분석한 결과, 한국의 경우, 책임성(23.36%)이 제일 많이 반영되었으며, 상호성(22.43%), 연계성(19.63%), 공평성(18.69%), 유한성(10.28%), 다양성(5.61%) 순으로 반영되었다. 반면, 일본의 경우, 연계성(21.74%)과 상호성(21.45%)이 많이 반영되었으며, 공평성(16.23%), 책임성(13.91%), 유한성(13.33%), 다양성(13.33%) 순으로 반영되었다. 한국의 경우 ESD 구성개념별로 반영된 비율이 서로 차이가 많이 난 반면, 일본의 경우 연계성과 상호성 외에 다른 ESD 구성개념이 대체로 골고루 반영되었다. 한국의 교과서에서는 합리적이고 윤리적인 소비생활을 실천하는 면에서 책임성을 많이 강조하였다. 일본의 교과서에서는 소비자단체를 통한 소비자 문제 해결 및 지원, 환경 문제 해결을 위한 지역사회 및 국제사회의 협력 등을 다룬 점에서 연계성을 많이 강조하였고, 개인과 가족의 소비 행동이 사회, 경제, 환경에 미치는 영향을 다룬 점에서 상호성을 많이 강조하였다. 결론적으로, 한국과 일본 가정교과서에 지속가능성을 실현하는 소비자를 키우기 위한 요소들이 반영되었다는 것을 확인할 수 있었다.

Keywords

Acknowledgement

이 연구는 2020학년도 고려대학교 사범대학 특별연구비 지원을 받아 수행되었음

References

  1. Choi, Y. J., Park, M.-J., & Shim, H.-S. (2020). Development of a theme-selection activity in 'clothing life' in relation to SDGs for the free semester program. Journal of Korean Home Economics Education Association, 32(3), 27-48. https://doi.org/10.19031/jkheea.2020.09.32.3.27
  2. Choi, S.-Y., Lee, Y.-S., Kim, E.-J., Kim, S.-H., Lee, J.-S., & Cho, J.-S. (2019). Analysis of Sustainable Development Goals (SDGs) and 'housing' contents in middle school technology & home economics textbooks. Journal of Korean Home Economics Association, 31(1), 115-136. https://doi.org/10.19031/jkheea.2019.03.31.1.115
  3. Japan's National Institute for Educational Policy Research (2012). 学校における持続可能な発展のための教育(ESD) に関する研究: 最終報告書 [Research on education for sustainable development (ESD) in schools: Final report]. Tokyo, Japan: Author.
  4. Ju, S. (2016). The analysis of contents on education for sustainable development(ESD) in middle school home economics textbooks: Focused on the units of 'adolescence consumption life'. Journal of Korean Home Economics Education Association, 28(2), 79-93. http://dx.doi.org/10.19031/jkheea.2016.06.28.2.79
  5. Jung, H. (2020). Comparison of sustainable development education from an integrated perspective on the 'home life' field of Korean practical arts education and the Japanese home economics education. Journal of Learner-Centered Curriculum and Instruction, 20(14), 89-111. http://dx.doi.org/10.22251/jlcci.2020.20.14.89
  6. Jung, H., & Yu, N. (2022). Comparing Korean and Japanese middle school home economics curricula through an ESD lens. Journal of Home Economics Education Research, 34(4s), 5-19. https://doi.org/10.19031/jkheea.2022.12.34.4s.5
  7. Kim, N. E. (2018). Proposal of 'consumer life' area curriculum in home economics education for ethical consumption practice. Journal of Korean Home Economics Education Association, 30(4), 57-81. http://dx.doi.org/10.19031/jkheea.2018.12.30.4.57
  8. Kim, N. E., & Heo, Y. S. (2021). Analysis of the Sustainable Development Goals (SDGs) in 2015 revised practical arts textbooks: Focusing on the family life area. Journal of Korean Practical Arts Education, 27(3), 1-30. http://dx.doi.org/10.29113/skpaer.2021.27.3.01
  9. Kim, S., & Kim, Y. (2020). Analysis of the relevance to education for sustainable development and the inquiry tendency of 2015-revised middle school home economics textbooks: Focusing on the 'adolescence consumption life' unit. Journal of Korean Home Economics Education Association, 32(3), 161-177. http://dx.doi.org/10.19031/jkheea.2020.09.32.3.161
  10. Kim, H. J., & Yoo, D. R. (2017). Study on consumption values of university students based on consumer education contents in middle and high school home economics textbooks. Consumer Policy and Education Review, 13(1), 27-53. https://doi.org/10.15790/cope.2017.13.1.027
  11. Kodaka, S. (2018). 初等家庭科指導法におけるアクティブラーニング型授業デザインの検討: 「消費生活.環境」 におけるESD.SDGsに焦点をあてて [A study of active learning class design in elementary home economics teaching method: Focusing on ESD and SDGs in 'consumer life and environment']. Aoyama Gakuin Daigaku Kyoshoku Kenkyu, 5, 173-182.
  12. Lee, C., & Yang, J. (2022). A study on Japan's ESD policies and institutions and ESD initiatives. The Journal of NGO Studies, 17(3), 223-261. http://dx.doi.org/10.23193/kngos.2022.17.3.223
  13. Ministry of Education [MOE] (2015). Technology & home economics curriculum (2015-74 Annex 10). Sejong: Author.
  14. Ministry of Education [MOE] (2022). Technology & home economics curriculum (2022-33 Annex 10). Sejong: Author.
  15. Ministry of Education, Culture, Sports, Science, and Technology [MEXT] (2017). 中学校学習指導要領解説 技術.家庭編 [Junior high school government course guidelines commentary: Technology & home economics]. Tokyo, Japan: Author.
  16. Ministry of Education, Culture, Sports, Science and Technology [MEXT] (2018). 高等学校学習指導要領解説 家庭編 [High school government course guidelines commentary: Home economics]. Tokyo, Japan: Author.
  17. Ministry of Education, Culture, Sports, Science, and Technology [MEXT] (n.d.). 新しい学習指導要領の考え方 [Concept of new government course guidelines]. Tokyo, Japan: Author.
  18. Morishita, Y., Suzuki, A., Yui, Y., & Tarumoto, K. (2013). The development of subjects in home economics of elementary school in the perspective of education for sustainable development. The Annals of Educational Research, Hiroshima University, 41, 175-181. https://doi.org/10.15027/34668
  19. Nakazawa, M., & Kobayashi, Y. (2019). Changes in learning contents of consumer science at junior high school. Annual reports of the faculty of education, Gunma University, 54, 81-90. http://hdl.handle.net/10087/12500 10087/12500
  20. Nishihara, N., Imoto, R., Seno, M., Shimura, Y., Sato, Y., Ohya, H., ... Narafu, N. (2017). Clarification of the conceptual framework of home economics education as ESD and learning contents including ESD concepts: Based on the analysis of home economics textbooks in elementary, junior high and high school. Journal of the Japan Association of Home Economics Education, 60(2), 76-86. https://doi.org/10.11549/jjahee.60.2_76
  21. Okano, M., & Ohara, A. (2012). Current situations and Issues of consumer education in home economics education: A discussion based on the revised course of study. Shinshu University Journal of Educational Research and Practice, 5, 15-28. https://doi.org/10.50928/0000002310
  22. Ono, K., & Otake, M. (2014). Lesson development for education for sustainable development in elementary school's home economics. Journal of the Japan Association of Home Economics Education, 57(2), 103-111. https://doi.org/10.11549/jjahee.57.2_103
  23. Takeshita, H. (2016). Education for sustainable development in the home economics: Consumer education about the chocolate. Bulletin of the Center for Education and Educational Research, the Faculty of Education, Ehime University, 34, 63-68.
  24. Ueno, A., Hasegawa, M., & Araya, Y. (2014). Text analysis of online shopping content in junior and senior high school home economics textbooks. Journal of Japan Academy of Consumer Education, 34, 185-194. https://doi.org/10.50844/jjace.34.0_185
  25. Ueno, M., Ueda, S., & Seno, M. (2015). An analytical investigation of descriptions of the environment in home economics textbooks: An approach based on ideas of Life Cycle Assessment (LCA) and Life Cycle Thinking (LCT). Journal of Home Economics of Japan, 66(2), 39-53. https://doi.org/10.11428/jhej.66.39
  26. UNESCO (2005). United nations decade of education for sustainable development (2005-2014): International implementation scheme. Paris: Author.
  27. Yuk, K. M. (2020). The analysis of contents and inquiring tendencies of education for sustainable development in high school technology & home economics textbooks: Focused on the units of 'sustainable consumption'. Journal of Learner-Centered Curriculum and Instruction, 20(7), 1143-1165. http://dx.doi.org/10.22251/jlcci.2020.20.7.1143
  28. Zaitsu, Y. (2012). A study of sustainable consumption for home economics education: Analyzing the course of study and textbooks. Journal of Japan Academy of Consumer Education, 32, 135-143. https://doi.org/10.50844/jjace.32.0_135