• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.113-129
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• 2005

The purposes of this study are: (1) to develop a family life education program and teaching-learning materials for building family strength, (2) to apply its program & teaching-learning materials to classrooms on the area of 'human development and family relationship' in Home Economics Education in senior high schools, (3) to provide self-directed teaching-learning materials for senior high schools' teachers and 11th-12th grade students. This study was performed according to the following procedure : (1) The area of family life education in the 7th Home Economics Education Curriculum was analyzed. (2) The students' abilities needed to acquire skills for family life were analyzed. (3) A framework for life-span family life education developed by NCFR and Adult Roles and Responsibilities Resource Guide in Utah, U.S. were reviewed and analyzed. Five units of the family life education such as 1)acquiring abilities for self management. 2)acquiring abilities for communicating, ?building family strength, acquiring abilities for crisis management, ?preparing the wise parent's roles was reconstructed. (4) In order to improve the effect of the family life education, the teaching-learning materials including lesson plans, work sheets, materials for teacher. hand outs, ppt materials. cartoons, pictures etc. were developed. (5) The developed teaching-learning materials were applied in the senior high school's classes and were revised. Additionally. a CD-rom title was made.

• Journal of the Economic Geographical Society of Korea
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• v.16 no.2
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• pp.310-321
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• 2013

The paper aims to understand the concept of social innovation and its development stages emerging as a new regional development policy trend and to define the role of public sector for social innovation. Spatial policy issues that urban development corporations to carry out development projects for regional policy need to deal with have expanded to include crucial social issues such as poverty, quality of life and happiness. Therefore it is increasingly significant for them to take social innovation into consideration. In this context, this study formulates evaluation framework for the role of public sector in social innovation and investigates its position and limitation in social innovation practices. As a result, almost all corporations have made various efforts for promoting both public purposes of housing and land development and social contribution for the community. However, few corporations have achieved organizational capacity building and idea implementation for social innovation. Growing demand for social innovation in both spatial and regional policies tends to bring up profound challenges to public regional development agencies including urban development corporations. It is then a time to seek to carry out related researches and policy option formulation for social innovation in the near future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.79-85
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• 2016

This research aimed at investigating the implications of the view of human beings of Heidegger's 'Da-Sein' on the establishment of the school educational objective. The traditional western view of human beings is a rational human one. Hume criticized such a rational human view already through his unique (naturalistic) view, which is a treatise of passion. However, Hume's emotional human view still remained a functional human view, which is essentially the same as the rational human view. Nevertheless, Heidegger intended to depart from the functional human view through his existential human view, suggesting a new concept of 'Da-Sein'. 'Da-Sein' is an alternative term that Heidegger created to replace the term, human, in order to dissolve the prejudice, 'animal rationale', inherent in this term. 'Da-Sein' has three characteristics, i.e. Existenzialit, Jemeinigkeit, and 'In-der-Welt-sein'. These three characteristics of 'Da-Sein' have the following implications for the establishment of the school educational objective First, the school educational objective should be stated in terms that have significance for the students and help them to continuously develop their self. Second, the school educational objective should be realized by the students in various ways. Third, the school educational objective should include a sense of universality that can be shared by the students. The current change of the school educational objective in some schools which is based on the students' happiness has an aspect related to the significance of 'Da-Sein'. The establishment of the school educational objective based on Heidegger's 'Da-Sein' could open the way to education that considers the true existence characteristics of human beings.

• Journal of Korean Philosophical Society
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• v.123
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• pp.209-244
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• 2012

In this paper I undertake to define what is mind, as a partial project of the philosophical foundation of the Mind Humanities. To this end I ask myself, where can be found the field, to which the various or whole psychological concepts and discourses generally relate, and then I identify the correct field to be the field of existential activities of human beings as being-in-the-world. When human beings as being-in-the-world live their lives, her life is built up out of the internal biological activities, the worlds of space and time, and actions. While the various scenes of individual life of man produced by a dynamic coordination of those worldly components, the basis of the mechanism of that coordination is explained by a biological model of self-sufficiency system that I developed here. On the basis of this model, I show step by step, how and through which (logical) way organisms configures their living, as it is. With respect to those steps of the life-construction of the organism, or in light of each step corresponding to each configuration, I construct different types of mind, i.e. impulsive mind, manipulative mind, meta-mind, collective consciousness/mind and finally personality, while every mind is further subdivided. Finally, I define mind, in light of its function in human life and with respect to the generalized sense of the whole processes as outlined above, as an organ which weaves (above mentioned) worldly components to Dasein, and sublimates and expands it to a better living.

• Cross-Cultural Studies
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• v.47
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• pp.77-100
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• 2017

Memoirs of Hadrian is a representative historical novel of Yourcenar which focuses on the personal history of the Emperor Hadrian of Rome and on his inner side. This study focuses on the love story of Hadrian and Antinous, and examines the specificity of their love in relation to the homosexual culture of ancient Greece, especially pedophilia. Through this topic, we have analyzed the causes of the tragic death of Antinous by capturing the progression of a cycle of pedophilia, a young boy (Eromenos), that grows into manhood as Erastes. This study defines the emperor's efforts to restore Antinous in his own way after a failed love, as a passion toward totality. Therefore, we see the two figures as a process of mythology in which the pie of tragic destiny is transferred to the myth of androgyny that becomes one body and one unity in pedophilia. We see this ancient myth as a concept contrasting with the sense of pedophilia of the emperor, who arbitrarily distinguished between love and pleasure, and believed that the affection calculated with calmness and indifference was a harmony of love. This study explains the intention of Yourcenar in her work to present the value of empathic love, especially sacredness and sublime, which should be a part of sensual love. It also reminds us of the importance of sagacity that a person with power must hold in the happiest and most loving moments of life.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.297-304
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• 2021

This study aims not only to access the visual thought-oriented approach that has been implemented in established art therapy and education but also to integrate language education and therapeutic approach to support the development of school-age children. Thus, text mining technique was applied to search for areas where different areas of language and art can be integrated. This research was conducted in accordance with the procedure of basic research, preliminary DB construction, text screening, DB pre-processing and confirmation, stop-words removing, text mining analysis and the deduction about the convergent areas. These results demonstrated that this study draws convergence areas related to regional, communication, and learning functions, areas related to problem solving and sensory organs, areas related to art and intelligence, areas related to information and communication, areas related to home and disability, topics, conceptualization, peer-related areas, integration, reorganization, attitudes. In conclusion, this study is meaningful in that it established a framework for designing an activity-centered convergence program of art and language in the future and attempted a holistic approach to support child development.

• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.121-138
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• 2019

A term 'Wolabal' which is an abbreviation of the words, in South Korea means the balance between work and life. The term reflects on people's thoughts to seek for their happiness these days. In fact, they think that the quality of the life is more valuable than any other things on their lives, reflecting on the issues caused by modern societies. 'Wolabal' has emerged as an alternatives to solve the social issues like economic recession, high unemployment rate, aging society, low birth rate and etc. However, in order to establish 'Wolabal' as a culture the comprehensive agreement between an individual and society should be considered first. In society, the system or policies to forster cultural business should be settled while in individual, it is necessary to change the way they think about their work and the qualities of their lives. From this view we have to focus on the relationship between their work and leisure. On the relationship between their work and leisure we should understand that the relationship is not conflicted but co-exists and understanding the real meaning of the relationship is critical in balancing between work and life. The recognition to the labor which has been from the past would give not only the meaning of individual survival but the one of their whole lives. Despite this, modern society has faded away the real meaning of labor because it has focused on the mass manufacturing and sometimes the long-termed economic sluggish has emerged. This trend has made people think about their lives and seek for their lives' real value.

• Journal of Service Research and Studies
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• v.11 no.4
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• pp.21-42
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• 2021

This study was conducted to derive a Korean model that can permanently maintain and develop Korea. After analyzing Korean society, especially modern Korea, which was the foundation of the founding of the Republic of Korea, a Korean model that can lead Korean society as a sustainable society in human society was derived. The situation of Korea and Koreans was analyzed from a fundamental level. We analyzed the root causes of deepening division and conflict and vague concepts of freedom and justice, and presented a Korean model of the Republic of Korea based on the founding ideology and constitutional spirit of the Republic of Korea to solve these problems. The necessary conditions for being a Korean were derived from the founding ideology and constitutional spirit of the Republic of Korea, the indigenous ideology of Korea, and the fashion and lifestyle of Koreans, derived. In addition, basic axioms for the Korean model were presented, and the structure of the Korean model was designed based on this. The Korean model is presented so that Korean society can lead the human society and be happy for a long time. Reflecting the results of in-depth analysis of the ideological foundations of modern Koreans, a new long-term sustainable structure for Koreans with various ideologies to live well together was proposed. The new Korean model was named the service-oriented Korean model. This is because it is a model centered on thorough checks and balances between all opponents, because it is a multidimensional dynamic Korean model rather than a simple linear one-dimensional Korean model, and because it is a Hwajaengtaeguk model that accurately expresses the identity of Koreans. It was proposed as a model for the sustainable development of Korean society. A follow-up study on specific Korean education programs is needed in the future.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.91-116
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• 2019

The purpose of this study is to examine the meaning of Changemaker education and to investigate the significance of Changemaker education in home economics education through a study of growth of learners applying the TEMPS program. To this end, first, the concept of Changemaker education was defined. Changemaker education is an education that changes society in a positive direction through a process of thinking about, learning about, making, and participating(playing) in various problems that we face in real life and drawing out solutions and share he solutions with others. Second, in this reasearch, the direction of Changemaker education is to make them interested in social problems and solve it and to make both the family and the career life happy and healthy by collaborating with other people. The scope of the contents is defined as "the selection of the content elements of the five domains of the child family, diet nutrition, clothing, housing and consumer life". As a way of teaching, we suggested that the TEMPS phase is followed so that the session purpose is achieved. Third, the Changemaker program consists of five steps of TEMPS among the five key ideas of Changemaker education. T(Thinking) is the step of understanding the problem and thinking about how to solve it, and E(Education) is getting the background for the next step. M(Making) is a step to create a target for problem solving, and P(Participation) and P(Play) are steps to Participation and enjoy. S(Share) is a step of changing the society through the result display, SNS sharing, and class presentation. In this study, 12 programs for middle school and 15 programs for high school were developed on the basis of TEMPS level. Each of the programs consists of 2 to 12 unit hours, which add up to 68 hours in the middle school program and 68 in high school. The learners who participated in the Changemaker program for one year (March 2, 2018~December 31, 2018) will experience improvement in many aspects including the linkage of life and education, practical ability, self-directed learning, self-esteem, sense of achievement and self-reflection, sensory observation, and so on.