• Journal of Korean Home Economics Education Association
• /
• v.19 no.1 s.43
• /
• pp.115-131
• /
• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.

• Journal of the Korean Home Economics Association
• /
• v.33 no.1
• /
• pp.1-18
• /
• 1995

This study examined the confronting problems in home economics and its historical and philosophical causing background, and suggested the future direction for home economics and home economics education. This study, hoped to help home economics overcoming its chaotic situation, and to establish academic characteristics through a philosophical consistency: 1. What are the significant problems which home economics has confronted, and the consequences of those problems\ulcorner 2. What are the fundamental caues of the problem\ulcorner 3.What should be the nature of home econimics to be able to overcome the confronting problems and what can be proposed for the future of home economic\ulcorner Each research question was addressed by analyzing Journal articles, theses, philosophical studies in the field. The results were as follows; 1. such problems as the ambiguity in research focus and the nature of academic charateristcs, and the limitation of research method have resulted fragmentation and specialization in the field, and the lack of philosophical research. Also they led home and family. Moreover each problem brought chaos into curriculum of home economics and that of home economics deucation. 2. The philosophical causing backgrounds of present problems are western ideas such as pragmatism, positivism, Social Darwnism and Korean ideas such as Confucian tradition, Practical Science movement in the 19th century, and modernization and industrialization from the middle of 20th century. Along with influencing historical situation these backgrounds have distorted home economics to be technical science oriented. 3. To solve these problems academic characteristics of home economics must be reestablished as practical science and as profession. This study proposed following for the future of home economics and home economics education: (1) For the future of home economics, first, it needs to recover the unity as one academic field with its focus on family by overcoming fragmentation and specialization trend in the field. Secondly, philosophical and historical studies must be carried o for the unity of all specialized field in home economics. Thirdly, home economics must try to reestablish and reflect in pratice its acadimic characteristics as practical science and as profession. (2) For home economic eduation, first, it should not be the instrument for idelogies of powerful social systems. And teacher education for home economics teachers must inclued principles of home economics and philosophy and history of home economics enabling teachers to achieve purposes of home economics. Secondly, its curriculum contents should be composed of practical ones beyond technical ones.

• Journal of the Korean Institute of Educational Facilities
• /
• v.27 no.2
• /
• pp.21-34
• /
• 2020

This study explores the education of historic preservation in the United States. The research examined its history and philosophical and practical approaches within the American urban context, from its historical backgrounds to evolving social perspectives. This case study is to help collegiate educators in understanding the principles of American architectural heritage conservation and why it has been developed in specific directions and, ultimately, to assist in designing preservation education programs for different local contexts. Historic preservation in the United States has been integrated into the architecture and urban planning field as a sustainable development approach incorporating physical, social, and economic matters. First, this study explored the development of the preservation profession, policies, and education since the 1930s. Second, the researchers investigated the three fundamentals of historic preservation, such as authenticity, documentation, and community engagement. Lastly, this research discussed that American preservation deals with living communities and seeks interdisciplinary approaches. The understanding of historic preservation pedagogy from these multiple perspectives would hopefully provide a guide to developing cultural heritage education programs.

• The Journal of Korean Medical History
• /
• v.23 no.2
• /
• pp.57-69
• /
• 2010

Objective: Interests in integrative medicine and CAM(Complementary and Alternative Medicine) are on the rise. However, the term 'integrative medicine' is often confused with the concept of CAM. This paper aims at clarifying the concept of integrative medicine. Methods: The definition, concept, and research methods used to explain integrative medicine have been inquired into. Also, the differences between the researches on integrative medicine and those on CAM have been studied. Moreover, domestic researches regarding integrative medicine have been analyzed. Results: The concept of integrative medicine was born in order to create a more patient-centered medicine by actively accommodating the medical system classified as CAM. The biggest difference that discriminates integrative medicine from CAM is the fact that integrative medicine does not depend solely on establishing its grounds through the process of RCT(Randomized Controlled Trial). Conclusion: Domestic researches regarding integrative medicine naturally leads to the concept of unification of medicine, but they do not concern the original meaning of integrative medicine. It is only after active discussions on the meaning, philosophical backgrounds, and research methods of integrative medicine become possible that a truly patient-oriented medicine will be realized.

• The Journal of Korean Philosophical History
• /
• no.57
• /
• pp.91-125
• /
• 2018

This study aims at attempting to make a new interpretation of Mencius from the point of social welfare. The thoughts of social welfare, found from Mencius, are temporal and humanistic and near to those in nowadays. Social welfare began under the name of philanthropic work, relief work, charitable work or social work from the Industrial Revolution in the 18th century on. Welfare means the whole social activities such as satisfying the fundamental desires of the social members, ensuring the conditions of their lives, and ultimately achieving social integration and stability. It means the conditions of their lives and wellbeing. Wellbeing means the minimal physical desires and psychological stability. The realization of the economic system through concept of steady livelihood and steady mind, tax system and well-field system, proposed by Mencius, can be ensured by the whole social activities such as ensuring the stable lives of the social members, enriching and satisfying their happiness and ultimately achieving social integration and stability. The thoughts of Mencius include people-as-root idea, which regards people as most important and tries to solve the instability and inequality that are the structural vulnerabilities in modern capitalist society. His concept of Way of the king means promoting people's sense of happiness through education of morality, based upon the people-as-root idea and filial and fraternal responsibilities. The main ideas of social welfare include living like a human being, ensuring minimal physical and psychological stabilities through social welfare system and welfare policy, enriching human dignity and freedom and enhancing the quality of lives. The thoughts of Mencius include all the above ideas. In particular, he desired to establish ethically and morally stable society by economically implementing the well-field system in Zhou dynasty, based upon politically benevolent governance of the politicians. That society was the people-as-root society, the realization of which was the ideal society Mencius desired to establish, and the goal of his thoughts on social welfare. This study, among the thoughts of Mencius, investigated his ideas on social welfare and the practical ethics for applying them to real society. In addition, to understand his ideas on social welfare, not only the social and economic backgrounds and conditions but also the political ideas at that time were also investigated. This will provide the opportunity to make more in-depth research of the elements of social welfare intrinsically contained in his thoughts.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.51-68
• /
• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.

• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.52-76
• /
• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Journal of the Korean Institute of Traditional Landscape Architecture
• /
• v.34 no.1
• /
• pp.40-52
• /
• 2016

Buyongjeong, a pavilion in the Rear Garden of Changdeok Palace, was appointed as Treasure No. 1763 on March 2, 2012, by the South Korea government since it shows significant symmetry and proportion on its unique planar shape, spatial configuration, building decoration, and so forth. However, the designation of Treasure selection was mainly evaluated by concrete science, in that the selection has not clearly articulated how and why Buoungjeong was constructed as a present unique form. Therefore, this study aims to clarify the identity of Buyongjeong at the time of construction by considering its historical, ideological, philosophical background and building intention. Summary are as follows: First, Construction backgrounds and characters of Buyongjeong: Right after the enthronement, King Jeongjo had founded Kyujanggak(奎章閣), and sponsored civil ministers who were elected by the national examination, as a part of political reform. In addition, he established his own political system by respecting "Kaksin(閣臣)", Kyujanggak's officials as much as "Kain(家人)", internal family members. King Jeongjo's aggressive political reform finally enabled King's lieges to visit King's Rear Garden. In the reign of King Jeongjo's 16th year(1792), Naekaksangjohoe(內閣賞釣會) based on "Kaksin" was officially launched and the Rear Garden visitation became a regular meeting. The Rear Garden visitation consisted of "Sanghwajoeoyeon(賞花釣魚宴)" - enjoying flowers and fishing, and activities of "Nanjeongsugye". Afterward, it eventually became a huge national event since high rank government officials participated the event. King Jeongjo shared the cultural activities with government officials together to Buyongjeong as a place to fulfill his royal politics. Second, The geographical location and spatial characteristics of Buyongjeong: On the enthronement of King Jeongjo(1776), he renovated Taeksujae. Above all, aligning and linking Gaeyuwa - Taeksujae - a cicular island - Eosumun - Kyujangkak along with the construction axis is an evidence for King Jeongjo to determine how the current Kyujangkak zone was prepared and designed to fulfill King Jeonjo's political ideals. In 17th year(1793) of the reign of King Jeongjo, Taeksujae, originally a square shaped pavilion, was modified and expanded with ranks to provide a place to get along with the King and officials. The northern part of Buyongjeong, placed on pond, was designed for the King's place and constructed one rank higher than others. Discernment on windows and doors were made with "Ajasal" - a special pattern for the King. The western and eastern parts were for government officials. The center part was prepared for a place where government officials were granted an audience with the King, who was located in the nortern part of Buyongjeong. Government officials from the western and eastern parts of Buyongjeong, could enter the central part of the Buyongjeong from the southern part by detouring the corner of Buyongjeong. After all, Buyongjeong is a specially designed garden building, which was constructed to be a royal palace utilizing its minimal space. Third, Cultural Values of Buyongjeong: The Buyongjeong area exhibits a trait that it had been continuously developed and it had reflected complex King's private garden cultures from King Sejo, Injo, Hyunjong, Sukjong, Jeongjo and so forth. In particular, King Jeongjo had succeded physical, social and imaginary environments established by former kings and invited their government officials for his royal politics. As a central place for his royal politics, King Jeongjo completed Buyongjeong. Therefore, the value of Buyongjeong, as a garden building reflecting permanency of the Joseon Dynasty, can be highly evaluated. In addition, as it reflects Confucianism in the pavilion - represented by distinguishing hierarchical ranks, it is a unique example to exhibit its distinctiveness in a royal garden.