• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.529-544
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• 2018

In this research, the significance and practice on life of Dasan Jeong Yak-Young's family is reviewed. Articles, letter, poetry written by Dasan and research papers regarding to him are mainly referred for the research. Family life consciousness is divided into three sections in terms of family, food clothing and shelter life, and the economy of the family. Dasan's family life consciousness has been organized with self-management, temperance, thrift, sharing and giving for family and others. He emphasized practical efforts in daily life to realize sense of family life. First, Dasan sought self-managing and temperance as follows. He suggested attitude of careful speech and behavior, filial duty, peace within a family, reading, and training the body and mind including nice and independent temperament with being in good shape. Second, Dasan has been taught to practice the following to save money. It is important to be diligent, to live a simple life, to work hard on one's work, and to avoid extravagant behavior and heavy drinking. Third, Dasan emphasized to practice rational sharing and giving. It is to adapt to the environment, to live within one's means, to cope with difficult circumstances, not to have desire, and to practice giving. Dasan's family life consciousness includes the rules and values for implementing a welfare society. The welfare society is a society that shares good values and practices norms. In the future, the content of education should be developed to provide education about Dasan's family life consciousness. I hope this study can provide an opportunity that the moral teachings of Dasan can be handed down and practiced in relation to family life.

• The Journal of the Korea Contents Association
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• v.9 no.6
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• pp.289-299
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• 2009

This study set out to analyze the perceptions of investigative police officers and division police officers regarding Police Investigation Specialization, which had been in effect for four years, identify the problems, and search for alternative policies. The results led to the following alternative policies; first, the communication among the members should be facilitated by trading the jobs between investigative policemen and division members in certain percentage regularly, integrating job education and special work, and developing diverse support programs for detective activities to provide them with opportunities to experience and understand investigation. The second suggestion concerns the investigation members' morale. There should be a range of measures to boost their moral such as allocating separate budget and personnel to support the investigation department and the treatment of major criminal and civil cases, giving each investigation team an office and investigation room to improve their working environment, readjusting the promotion ratio of Police Investigation Specialization to introduce a promotion system proper for each investigation's characteristics. The third suggestion is to secure job efficiency. It's required to reinforce the current short-term specialized education program to bring up practical and professional investigators, open the certification exam of professional investigators to all members so that every policeman can have their abilities recognized and approved as long as they have the demanded capabilities, and create a system of shedding off the members idle at work by reflecting low performance records when evaluating the members to decide who to dismiss from Police Investigation Specialization. And finally, it's important to divide duties rationally. The rationality of duties division can be guaranteed by setting the guidelines for direct handling for the team leader to help him devote himself to his duties, defining objective criteria of measuring investigation workload, and creating devoted systems and teams for simple and small accidents so that experienced investigators can deal with high-profile cases.

• (The)Study of the Eastern Classic
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• no.50
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• pp.89-120
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• 2013

The concept of virtue seems to be one of the rare cases where the European and the Chinese traditions coincide. The meaning of the Latin word virtus and of Greek $aret{\acute{e}}$ seems to be similar to the Chinese $d{\acute{e}}$德. Most striking in virtue is that it is a capacity for self-realisation through action which is unique to man. On the other hand, there is something physical about it. It is the strength to do something. This strength overcomes the resistance of what is naturally given, it transforms the world, turns the natural world into a human one. In the Chinese tradition, $d{\acute{e}}$ 德, i.e. virtue, is therefore always connected with $da{\grave{o}}$ 道, the totality of natural forces. In the Chinese tradition, as opposed to the European one, virtue is itself considered to be a natural force that is present in man. This force sustains man's connectedness, unity and harmony with the surrounding world. Things exist through the unity of principle理 and ether氣. But the knowledge of this unity is due to principle. Moral and legal norms are shifted totally to the sphere of principle. Therefore their have found the final dissolution from a heroic models. Above all the classical Confucians, but also the other schools, would reply to this that there is nothing more precise than a concrete successful action. Its result fits the world perfectly. The difference is due to the differing interest of ethical thought. In the case of the Confucians the path is more direct. The actor establishes a precise pattern for other actions. Education therefore lies in detailed knowledge about forms of behaviour, not so much in conceptual differentiation. It is quite possible that generalisation may be a methodical prerequisite for success in this endeavour. That problem, too, is discussed. But the success of conceptualisation lies in the successful performance of individual actions, not in shaping actions in accordance with normative concepts.

• Korean Journal of Culture and Social Issue
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• v.14 no.4
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• pp.19-37
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• 2008

The youth unemployment issue has not shown any improvement in years. The purpose of this study was to observe how employment issues affecting university students influence their life aims, self-efficacy, view of reality, view of the future, and life satisfaction. 239 students from three universities located in Seoul and Gyeonggi province were assessed through the instrument FLL and questions about employment issues, their life aims, life satisfaction and also their employment perspective. A total of 34 items of the FLL were divided through factor analysis into six higher life aims, self-love, family love and interpersonal aims, personal-financial aims, social-public aims, moral aims and political and ideological aims. Using Cluster analysis, three group profiles were found depending on the employment perspective such as a better view of reality, better self-efficacy, and better life satisfaction. A t-test was conducted in order to compare the two groups classified according to favorable or unfavorable employment perspectives. No significant differences existed between the groups in the perception of youth unemployment or in social-demographic factors, such as gender, age, and academic year. However, in life aims, the unfavorable group showed significantly higher interest in the domains of family love and interpersonal aims, personal -financial aims, and social-public aims than the favorable perspective group. Conversely, this group showed a significantly greater negative view of reality in most life domains, as it evaluated that its aims are more poorly achieved than the comparable group. Also, the unfavorable perspective group showed a lesser degree of self-efficacy in most life domains and the same in the category of life satisfaction, i.e., lesser satisfaction in all life domains except for family love, and moral aims. However, no significant difference existed between the groups in the view of the future. The results were discussed in relation to other social-cognitive factors for life satisfaction found in preceding studies.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.503-527
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• 2009

The purpose of this research is to compare and analyze differences in modern 'Hyo' concepts and behaviors between the gifted and the general students of the elementary school. In this study, two groups(the gifted and the general students of the elementary school) were compared, in grade, birth-order, family members, education and religion factors in family, to seek for a better way to teach the Korean gifted students. The results are, as follows. First, the gifted had higher 'Hyo' concepts than the general students, because developments of the gifted in the field of intellect, emotion and will are faster than the general. The gifted had many interests in values and moral decisions. There are no meaningful differences between boys and girls in the gifted group. But in the general group, girls have higher 'Hyo' concepts than boys. This is because girls emotional developments are faster than boys. Second, in the gifted group, 5th graders have higher 'Hyo' concepts than 6th graders. On the other hand, in the general group, there are no meaningful differences between 5th graders and 6th graders. Third, there were no differences between the groups(gifted/general) by birth-order, family members and having religions or not. However, the comparison between nuclear families and large families shows that Korean traditional ethics - 'Hyo' is still in existence as a basic concept in the family, in spite of the changing family size and unit. In addition, in the family with a religion, the' Hyo' concept is revealed stronger than the other group. This is caused by the power of commanding love and affection which are emphasized through religions. From the results of this research, the gifted students of the elementary school have high consciousness concerning 'Hyo' concepts and behaviors. It is very essential for them to improve their 'Hyo' concepts until adulthood. Therefore, teachers and parents should pay more attention to help them improve their senses of Korean traditional morality - 'Hyo'.

• The Journal of Korean Philosophical History
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• no.28
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• pp.183-212
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• 2010

The purpose of this study is to provide a theoretical base for making a character education program and to develop a school violence prevention program and analysis the effects of the program in elementary schools. The prevention program was designed to target students, teachers, parents and community residents and utilized the above groups as participants. This study is developed on the basis of Social Emotional Learning as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. In concrete, school violence prevention program based on the social and emotional learning, development of integrative programs articulating three key domains directly and indirectly influencing students' character formation, maximum use of the educational institutes' moral education curriculums and potential curriculums in the surrounding environment. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals' advice is received. The study object is 113 elementary school students of 2 elementary schools in Seoul. For them, the preparatory program is carried out from September 2009 to November 2009. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out.

• Journal of Korean Academy of Nursing Administration
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• v.1 no.2
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• pp.285-324
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• 1995

The purpose of this study was to describe the nature of nursing and life style of nurses. This study was conducted from march, 1994 to May, 1995. There are two kinds of data used in this research. To discern the nature of nursing and life style of nurses, 34 articles selected from nursing journals and text books, and the data which were collected by unstructured questionare with two main open ended questions were analyzed using Strauss and Corbin's method. The questions were "what is nature of nursing?" "When do you feel your professionl life worth?" 29 participants were nurses working at two university hospitals and two general hospitals in Seoul, understood the study purpose. The results were as follows : (1) The nursing is evolving phenomenon which is developed, and changed. (1) ${\lceil}$encounter${\rfloor}$ ${\lceil}$trust${\rfloor}$ ${\lceil}$interrelationship${\rfloor}$have been identified as the causal condition of nursing phenomenon. (2) ${\lceil}$concern${\rfloor}$has been identified as the central phenomenon of nursing. (3) ${\lceil}$humanity${\rfloor}$ ${\lceil}$sincerity${\rfloor}$ ${\lceil}$nursing spirit${\rfloor}$ ${\lceil}$empathy${\rfloor}$ ${\lceil}$understanding${\rfloor}$have been identified as intervening condition and context of nursing phenomenon. (4) ${\lceil}$helping behavior${\rfloor}$has been identified as action/strategy of nursing phenomenon. (5) ${\lceil}$caring${\rfloor}$ ${\lceil}$observation${\rfloor}$ ${\lceil}$comfort${\rfloor}$ ${\lceil}$problem solving${\rfloor}$ ${\lceil}$co-ordination${\rfloor}$ ${\lceil}$education${\rfloor}$ ${\lceil}$stimulus${\rfloor}$have been as helping behavior. (6) ${\lceil}$change${\rfloor}$ ${\lceil}$growth and development${\rfloor}$ ${\lceil}$to do by oneself${\rfloor}$ have been as consequences of nursing phenomenon. (2) the nature of nursing have been classified into five properties ; ${\lceil}$relational property${\rfloor}$ ${\lceil}$moral property${\rfloor}$ ${\lceil}$technological property${\rfloor}$ ${\lceil}$behavioral property${\rfloor}$ ${\lceil}$objective property${\rfloor}$ (3) The life style of nurses is not considered as ${\lceil}$to have${\rfloor}$ living mode, but ${\lceil}$to be${\rfloor}$ living mode because the professional life of nurses is chracterized by ${\lceil}$encounter${\rfloor}$ ${\lceil}$trust${\rfloor}$ ${\lceil}$humanity${\rfloor}$ ${\lceil}$understanding${\rfloor}$ ${\lceil}$concern${\rfloor}$ ${\lceil}$togetherness with human being${\rfloor}$ ${\lceil}$growth and development${\rfloor}$ and others, which are properties of the nature of nursing, and are also considered as esential factors of real existence of professional nurse as a human being in nursing situation.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.352-360
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• 2018

The purpose of this study was to examine the level of human rights sensitivity and the types of perception in regards to the human rights of college students to enhance their human rights sensitivity. The study methodology included a t-test and variance analysis for the level of human rights sensitivity, and a Q-factor analysis for the perception types of human rights. As a result of examining whether there is a difference in human right sensitivity, it was found that female students were higher than male students, and juniors and seniors were higher than freshmen and sophomores. The human rights sensitivity of the students in the social and science department were the highest, and those who had volunteer experiences were more susceptible to human rights than those who did not. Students who registered for organ donation were higher than those who did not, and those who received human rights education showed higher human rights susceptibility than those who did not. Four perception types of human rights were analyzed 'universal social moralists', those who have an idealistic mindset and make decisions based on moral standards, 'practical realists', those who have no intention of breaking out of the social norm and who do not want to take any risks for human rights, 'social system advocates', those who have a clear understanding of the basic human rights concept, but don't think that they should break the rules of society for the sake of individual rights, and 'social contracts advocates', those who are willing to bend the rules of society for human rights, but not to the extent of ruining relationships. These study results are expected to contribute to the possibility of the social viewpoint that human rights sensitivity can be developed in the context of social experience as well as perception.