• Journal of Families and Better Life
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• v.22 no.1
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• pp.91-101
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• 2004

This study is a part of three year project of “A Study on the Development, Evaluation ＆ Outreach of Marriage Preparation Program”. The purpose of this study is to analyse the unmarried and married couples' attitude about marriage and family, marriage preparation status, their needs of marriage preparation program and ingredients of marital happiness to developing base line data of the marriage preparation program. The result showed that communication ＆ conflict resolution, financial management, relationship characteristics are the major contents area to be considered to develop marriage preparation program. Critics and recommendation for need assessment and educational methods were added.

• Korean Architects
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• no.9 s.317
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• pp.64-69
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• 1995

본지에서 소개하고 있는 '한국의 건축가' 기획연재는 그동안 게재 되었던 이희태(95년 3월호 ~ 5월호), 김정수(95년 6월호 ~ 8월호)에 이어 건축가 김수근(1931~1986)에 대해 소개하고자 한다. 이번호부터 소개되는 건축가 김수근편 에서는 그가 태어난 1931년부터 1960년까지의 유년시절과 건축의 수련기(성장배경과 서울의 북촌, 일본에서의 건축교육)를 시작으로 1960년부터 1972년까지의 한국건축의 새로운 이념형을 찾아서(김수근 건축연구소, 한국종합기술개발공사, 인간환경 계획연구소), 공간시대(1972년~1986년)등으로 구분하여 그의 작품세계를 지난해 12월 15일 개최됐던 제6차 아시아건축사대회 기간 중 우리 협회와 몽골건축사협회가 상호 협력을 위한 협정체결을 합의, 서명함으로써 이루어진 이번 여행은 몽골건축사협회 공식 초청으로 지난 7월 22일 시작됐다. 6박 7일의 일정으로 한몽 건축기술 정보교류 및 우호증진과 상호 긴밀한 유대 관계를 위해 김규태 우리협회 회장을 단장으로 한 방문단은 협회이사와 국제위원 7인을 단원으로 구성, 찬란한 역사를 지닌 몽골을 찾았다. 이글은 초원의 나라 몽골을 다녀와서 방문단의 일원으로 참여한 박서홍(희산건축)씨가 몽골건축을 중심으로 그 문화를 소개, 연재한다.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.3 no.1
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• pp.28-30
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• 1978

Communication actions as a social band or Human community stick (fast) to human being ceaselessly w without stopping everywhere. All of comm. actions can be kept up and developed by the education of its own. Comm. actions have to include a character of social process, and so for it the social science should t to be some essential part of it. Therefore, Comm. education have to be schemed for achieving with a point of view of synthetical s science including technical and social factor. However, recentry Comm. education be suffered to lose of itowns essential attribute and individual i independence becausing to reduce social weight recklessly in their education It is a prindiple that Comm. science is an integrate science being composed of human, social and t technical subdepartments and so comm. education have to obey for Comm. constuctional theory, i international and social claim. Originally in Korea a educational idea and genealogy forming by the comm. scientific theory has I inherited on orthodoxy. But in 1961, communication college that is only the orthodox model of Comm. education, was f forced to close by some reckless policy and then the national administration for the Comm. education h have been weakened, and so recently it’s education became to degenerate as out of genealogy or n nonsystem alike some scattering Family. On the other side, today comm. science make to it’s modern scientific factor and to keep its l integrate level, therefore, all of educational provisions and administration for the telecomm. should t to be supplement to be fit for their plural chatacters. Comm. education have to occupy an individual educational system through the comm. theory, and t then it can be coexisted with neighbour scientific field equally and can include, connect coordinate o or effect its inference in each subfactor organically. Finally, educational system for telecommunication should to be requested as preeedence that i independent field including pluralism must be formed and sufficient autonomy be guarenteed, and s so Comm. education must be to restored its orthodox genealogy and be recovered individual system a and seIfrestraint field, and then it can be accomplished its own duty for nation and society.

• Korean journal of communication and information
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• v.42
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• pp.7-43
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• 2008

In this paper, a new viewpoint and practical education method were presented on educational culture related to today's religions and media. For this purpose, this paper considered the theories of religious media pedagogic and the concept of symbo1ic didactics relating to religious symbols in popular culture. In this paper, a total of eight cases of applying symbolic didactics were developed using the example of "The Da Vinci Code", based on the theoretical framework of religious media education and symbolic didactics. For this, the education methods and contents of religious media education were integrated with the teaching plan model of "action and development oriented media education". In order for this education to be applied effectively, experimental studies have to be carried out verifying the learning effects regarding this education. In particular, education for teachers who will tarry out this education is needed. This is because, in media education, the efficiency of education is significantly affected by the capacity of the one who is teaching.

• The Journal of Korean Philosophical History
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• no.42
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• pp.105-131
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• 2014

The moral categories in the Mengzi have a close affinity with those of Kongzi. Mengzi fostered the Kongzi's teaching on virtuous rule and moral government, and taught benevolent government based on the virtue of benevolence. Mengzi set up a basis for Confucian teaching on human nature, and his teaching of the essential goodness of human nature has been accepted by most Confucian intellectuals. This study explores the Mengzi's teaching of moral education focussing on his instructional method to expand the goodness of human nature. Instructional method refers to educator-centered transmission of values, and it concerns mainly on how to deliver the educational goal and content meaningfully to the educatee. The main concerns of Mengzi's instructional method are teaching-standard setup, delivery of lecture key points, understanding of students' talent and situation, and encouragement of students' initiative. These points are all based on Mengzi's assertion of good human nature, and aim at forming a ideal personality. Confucian ideas of education lie in raising the well-rounded person through moral education. The well-rounded person can be characterized by noble men and sages with benevolence and righteousness. This means that the ultimate goal of well-rounded education is to lead people to attain the sublime moral stage through education.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.37-48
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• 2005

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in selective examination and to applicate on development of evaluation method.

• Korean Educational Research Journal
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• v.42 no.1
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• pp.1-34
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• 2021

The thesis tries to compare The Structure of World History with Anti-Oedipus in the textual context, and to re-compare in the educational context. I mean by the education an event which contrasts starkly with an essence. It adopts 5W1H, a general reporting form of an accident or event, as the distinctive features at twice comparisons. The purpose of the thesis is not evaluative but interpretive comparison. In the textual context, the thesis discusses, 1) as WHAT, the use of Marx from Kant vs. Nietzsche's point of view, 2) as WHO, the actual subjects of the exchanging human vs. the productive machine, 3) as WHEN/WHERE, the society of the modes of exchange vs. the modes of inscription, 4) as HOW, the revolutionay means of the simultaneous revolution of the world vs. the schizophrenic process, 5) as WHY, the ideal subjects of the associative human vs. the non-human of liberation of desire. In the educational context, the thesis discusses, 1) in the WHAT as educational way, autonomous morality vs. active power, 2) in the WHO as the affirmity of actual subjects, that of the ideal idea vs. that of real power, 3) in the WHEN/WHERE, as the in-between time-space of education, the incommensurable communicative situation of humans vs. the conflictive of machines, 4) in the HOW, as the educational method of achieving the ideal, the involuntary restoration of the already-had ideal vs. the now-have completion and break-through of the schizophrenic process, 5) in the WHY, as the aim of education, cosmopolitan vs. overman.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.4
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• pp.5-25
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• 2022

The purpose of this study is to analyze the duties and competencies of the teacher librarian required by schools as consumers to operate the curriculum, and to suggest ways to improve their professionality. To this end, the duties and competencies included in 20 job advertisements posted by IB schools to select teacher librarians were analyzed based on the IFLA School Library Guidelines. As a result of the analysis, it was found that the duties and competencies of IB schools are based on the IB curriculum guidelines and this guideline is based on the educational philosophy and learner image that IBO curriculum aims. And the job that schools want the most from the teacher librarian is teaching through library collection management and collaboration, and the main competencies for this are communication and collaboration skills, teaching-learning·curriculum·education design and operation, and digital & media literacy. The results of this analysis show that the professionalism should be based on the vision for the educated person and learner capabilities presented in the curriculum. Based on this results, in this study the ways for developing teacher librarians' professionalism were presented in the following aspects. First, including the educational responsibilities of the school library in the Arrangement and Implementation Guideline of National Level Curriculum. Second, Classifying human resources' duties through revision of the Enforcement Decree of the School Library Promotion Act. Third, reorganizing of basic courses to acquire teacher librarian qualifications and introducing a demonstration of collaborative teaching in the eduactional practice and the certification examination.

• Journal of Korean Philosophical Society
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• v.129
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• pp.111-140
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• 2014

In this paper, the main subjects with which I deal are as follows: (1) Is Distancing Philosophy from the real ruling power a way of practical-philosophical resistance, based on social reformation as a axiological directivity of Kim Tae-Gil's ethical thought, though it is negative type of resistance? Or is it a sort of transformed value-free opportunist behavior which allows antidemocratic ruling group to coerce the people into submission, assuming an uncompromising stand seemingly? (2) Is Kim's defense argument on the opening of the course of National Ethics and the all-out activation of National Ethics education under Park's Yushin Regime derived from his own philosophical belief? Or is it brought out from the external conditions and circumstances surrounding Kim Tae-Gil which forces him to participate in the national undertaking for the settlement of the course of National Ethics in the university? The 'provisional' answers about the two subjects are as follows: (1) Kim's Distancing Philosophy is a type of practical philosophical revolt against the dictatorship power under Yushin Regime, though it is negative form of resistance. We can accept this philosophical elucidation above all by confirming the fact that the reform of reality is the main ethical trait running through his entire ethical thought system. However distancing philosophy disclose the crucial limits to allow itself to boil to the philosophical practice compromising with real ruling power eventually, though it is intended upon its own social ethical directivity and conviction. (2) The primary factor which affects Kim to propose such an advocation argument on the course of National Ethics and the education of National Ethics is the external conditions and circumstances surrounding him, especially the power-relation between he and ruling group and intimate human relation between he and his superior philosophers who carries out the role of a ideologue for the Yushin Regime, rather than his own philosophical belief. But no matter what primary factor, Kim's action to make a advocating argument to support the course and the education of National Ethics is to blame, on that account that he cannot adequately his social responsibility and role given to him as a reformist moral philosopher who will pursue the realization of righteous democratic society. Along with that, It is not too enough to criticize him sharply for such defending action. The reason is that his supporting stance for National Ethics education is brought out, by not adhering closely to the philosophical way of distancing from the dictatorial power devoid of political legitimacy and moral justification.

• Korean Journal of Comparative Education
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• v.22 no.4
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• pp.1-24
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• 2012

This comparative study attempts to explore in what politico-social context 'Education Welfare Invest Priority Zone Plan' has been developed and to find politico-social implications of Korean EWIPZP through critically comparing the cases of UK and France. Korean financial crisis brought up the importance of 'Education Welfare' turning into a concrete system, 'EWIPZP' in 2003. This educational welfare policy has expanded since 2005 up to now by the changed name of 'Education Welfare Priority Plan' in 2008, that is structurally different from the original framework which was to support schools in educationally disadvantaged areas. Even the cases of EAZ in UK and ZEP in France started by progressive political parties and established on the ground of 'equity' philosophy, turned into the excellence-based equality policy confronting with the harsh condition of neo-liberalistic global economy under the conservative regime. So does Korea under the critics against this tendency. Comparing Korean case with the cases in UK and France, the current Education Welfare Priority Policy in Korea should be back to the original principle of educational equity and transform into the bottom-up bilateral cooperation model from the top-down model by the authorized party itself in order not to be manipulated politically.