• 한국의상디자인학회지
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• 제16권1호
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• pp.139-151
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• 2014

Storytelling contributes to easy flowing of cultural contents, and cultural original materials offer the creative subjects of cultural content. Now, in Korea, thanks to the Korean wave and etc, new kinds of cultural contents are requested and the demand for the original materials of storytelling has been increasing.A 5,000-year-old history, Korean traditional culture is the storage of the original materials of storytelling that can offer the creativity and the competitiveness, which are able to secure the national competitiveness. Particularly, there are different kinds of cultural archetype materials in the wedding ceremony and wedding costumes. This research, thus, is aimed at providing the subject materials for the cultural content development which are various and interesting by developing the original materials of storytelling on the wedding ceremony and wedding costumes during the Joseon dynasty. In the study for the wedding procedures in the late of Joseon Dynasty, the original sources within wedding ceremony created in the process where wedding customs in Joseon Dynasty and China were compromised are suggested. Further, in the research for the original sources on the wedding costumes associated the wedding ceremony, the original source of storytelling which are showed in a nation and an individual in the process where the wedding ceremony symbolizes the most important marriage one of the fomalities performed in one's life is suggested.

• 한국식생활문화학회지
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• 제5권3호
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• pp.313-316
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• 1990

Soybean was originated from the regions of Manchuria where it was processed into Dujang, the fermented soybean souce. It was not until the Han dynasty in China that 'Shi', one type of Dujang, was introduced. 'Shi', which is also known as 'Sanguk'(loose soybean Meju), is made by first boiling and then fermenting the kernel of cooked soybean. It was admitted by the Chinese scholors that the 'Shi' which was used in China was introduced from Manchurian, the neighboring people to China at that time and the concestor of Korean. 'Maljang' is a form of caked-shaped 'Meju' which is made by formenting cooked and mashed soybean. The 'Maljang' of Manchuria was introduced to China, where it was called 'Maldo'. This fact is stated in a book, 'Saminwolyong', written during the 2nd century. 'Maljang' is presently used in Korea, but China has abandoned the use of 'Maljang' since the 6th century. It was introduced to Japan from Korea around the 7th century, and is remained in a few local regions. Although the term 'Jang' is representing all sort of fermented soybean preducts, including 'Shi' and 'Maljang', today, the definition of 'Jang' differs between China and Korea. According to the Chinese definition of 'Jang'. it is fermented soybean mixed with other cereal Koji. 'Jang' was first mentioned in 'Jaeminyo sool' in China and it was lator introduced to Japan However, in Korea, the Chinese type of 'Jang' was not commonly used due to the popularity of 'Maljang'.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.134-149
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• 1999

In this paper an attempt was made to establish a direction in systematizing the technical education with regard to the relation to environmental education. This study was made mainly through literature review concerning the relationship between technology and environment, and thus this study has a purpose of connecting the contents of technical education with environmental education. It will provide referential data for environmental education. The main text of this study dealt with which goal to establish in the technical education from the viewpoint of academical position considering the relationship between technical education and environmental education. Also, it dealt with the organization of contents of environmental education according to the 7th curriculum and, as a result, it reached the following conclusions: In the first place, technology and environmental education which have close relationship with each other should be considered in the developmental aspect. In the second place, technology, in any directions, affects natural environment. In the third place, environmental education should be done by the integrated approach and one of the alternatives can be through SET education including society and culture, environment, and technology all together. In the fouth place, the environmental education should be environmentally sound and developed sustainably so that the technology can be developed along with environment. One example can be found in the ecological architecture. In the fifth place, the environmental education which is a souce of technical education has its necessity in 8 aspects. In the sixth place, according to the 7th curriculum, the following can be the teaching contents which will connect technical education and environmental education: gardening, vegetable raising, planting and trimming, the future techniques, energy and transportation techniques, and so on. In the seventh place, the technical education can have seven goals concerning environment. In the eighth place, the environmental education in the technical education should be considered in the aspect of contents, of teaching and learning, of evaluation, and of the relations with subjects. In the ninth place, should be included as teaching materials of the units of technology textbooks where environment education will be dealt with.