• 한국의류학회지
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• 제36권1호
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.

• 대한가정학회지
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• 제40권2호
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• pp.131-142
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• 2002

Interested in the importance of Consumer Education in school has recognized in modem society, due mainly to the development and change of consumption life. Among the many contributions to the study of consumer issues that Consumer Education in school is the most important thing to be rational consumer. However, There is no any system to support the Consumer Education in school even though we need it. And thus, this paper is used the method of Contents Analysis through critically reviewing the professional web-sites of Consumer Education Center in Japan and Europe in order to investigate what the goal is, what contents are, how they operate their Consumer Education System. Moreover, we compare two web-sites in aspects of system, structure. The Consumer Education in Japan and Europe is toward the value of life which is not the buy-man-ship but the way of thinking and philosophy of life. The school lead the Consumer Education through the integrated system which is invoked all of related subjects. Each related subject is gotten together for the Consumer Education. Most of all the Consumer Education Center in Japan and Europe is in the middle of Consumer Education in school, and then absolutely assist and support Consumer Education in school.

• 교육시설 논문지
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• 제18권6호
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• pp.57-64
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• 2011

This study is the spatial characteristics of child education facilities through the cognitive development of child. Early childhood is the most important period in every human developmental stage; physical, emotional, and mental parts. Thus, the education in early childhood should be conducted naturally by a variety of experiences, sensibility, and physical activities, not by knowledge-oriented education which has been conducted until today. The education based on experience has been adapted, not only domestically, but internationally, and the early childhood education focused on child's development is especially emphasized in Europe. It's because the industrialization started earlier in Europe than in other countries, and it leaded to the entry of women in public affair. Consequently, early childhood education was taken charge of by the nation. While it has gone through trial and error, and Now it leaded to the better way. This study checks the common factors which shows the spatial characteristics based on experience and the relationship between the features of infants and concept of space in Piaget's theory. And then, I am going to systemize the relationship of each factor and suggest the design plan so that it could be applied methodologically when the space is designed for child education facilities beyond the current education only focused on programs.

• Journal of Information Processing Systems
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• 제4권3호
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• pp.97-102
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• 2008

Europeans are much more rigid in their thinking on robots and especially have a negative view on robots as peers since they regard robots as labor machines. Recently, Korea invented several educational robots as peer tutors. Therefore, study was needed to determine the difference in cultural acceptability for educational robots between Korea and Europe (Spain). We found that Europe seems to be much more rigid in its thinking on robots and especially has a negative view on educational robots. Korean parents have a strong tendency to see robots as 'the friend of children,' while on the other hand, European parents tend to see educational robots as 'machines or electronics'. Meanwhile, the expectation of children on educational robots showing identification content was higher in Europe than in Korea since European children are familiar with costume parties. This result implied that we may find a Korean market for educational robots earlier than a European market, but European children will be eager to play with educational robots even though their parents have a negative view of them.

• 한국수학사학회지
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• 제33권2호
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• pp.115-132
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• 2020

Social awareness of mathematics and academic attitudes toward the value of mathematics education has kept changing according to the intellectual, political and religious contexts. In this article, we examine how mathematics was defined and recognized in liberal arts education of the Roman Empire and early medieval Western Europe. This study analyzes how mathematics was described in encyclopedic works written in the Roman era after the mid-second century BC and in the Western European monasteries and cathedral schools after the fifth century. Ancient Greek mathematics took a clear place in liberal arts education through encyclopedia writings and prepared a mathematics curriculum for medieval universities. I hope this study will contribute to understanding the origin and context of the mathematics curriculum of medieval universities.

• 한국사회복지학회:학술대회논문집
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• 한국사회복지학회 2004년도 심포지엄 한국 사회안전망의 현황과 대책
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• pp.3-50
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• 2004

${\cdot}$ Recent social policy and labour markets debates in Europe, responding to the difficulties faced by the traditional neo-Keynesian welfare state settlement, stress the value of positive investment alongside de-regulation and greater flexibility as a way of achieving both economic and social goals. ${\cdot}$ Patterns of policy reform are complex and reflect differing national circumstances. A general move towards deregulation, constraints on entitlement to passive benefits, programmes to enhance employment, particularly among high-risk groups such as single parents and young people, targeted subsidies for low earners and casemanagement may be identified. ${\cdot}$ In relation to investment in education, research and development and combined training and benefit programmes to enhance mobility between jobs the picture is less clear. Education standards continue to rise, but research and development spending stagnates and few countries have developed substantial ‘flexi-curity’ programmes to support job mobility. ${\cdot}$ The labour market tradition in much of Europe has been one of conflict between labour and employers. As labour grows weaker, new approaches develop. These tend to stress productivity agreements and greater flexibility in work practices within firms and reforms to passive social security systems more broadly, but movement to support the more challenging investment and flexi-curity policies is slow. ${\cdot}$ In general, social and labour market policies in Europe stress deregulation and negative activation more strongly than social investment and ‘flexi-curity’. The countries with high growth and employment achieve that goal by different routes: Sweden has a closely integrated social democratic corporatism with high spending on benefits and training programmes and the UK a more liberal market-oriented system, with lower spending, highly targeted benefits and less mobility support. ${\cdot}$ Europe has something to learn from Korea in achieving high investment in human capital and R and D, while Korea may have something to learn from Europe in social investment, particularly flexi-curity and equal opportunity policies.

• 공학교육연구
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• 제11권1호
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• pp.101-116
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• 2008

산업사회에서 지식기반 사회로의 전환에 따라 공학 교육에서도 지식재산권 교육의 필요성이 증가하고 있다. 미국, 유럽, 일본 등 특허 3극의 공과 대학원에서는 지식재산권 교육이 크게 강화되고 있으며, 교과 과정도 지식 재산권에 대한 일반 개요 뿐만 아니라 지식재산권을 활용한 창업, 지식 재산권 평가, 지식 재산권 전략 및 관리 등 다양하게 발전하고 있다. 반면 국내 공과대학원에서는 지식재산권 교육이 아직 초보 단계로 파악되고 있다. 이 연구에서는 특허 3극의 공과 대학원에서의 지식 재산권 교육의 실태를 조사하고 국내 실정과 비교하여 국내 공과 대학원에서의 지식 재산권 교육의 나아갈 방향을 제시하고자 한다.

• 한국농촌건축학회논문집
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• 제8권2호
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• pp.11-18
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• 2006

Ecomuseums come into close relationship with resident and community. Progress of heritage concept brings on the change of valuation standard in heritage, that life style of residents become most important element of cultural heritage. The change of display method has caused the generation of various experience programs in ecomuseum which are display and education based on participation of visitors and residents. Ecomuseums in Europe during progress have conceptual peculiarities by themes to keep the cultural identity and protect folk culture in regional community. 'Europe Ecomuseum Network' seriously affected by social change and development is new alternative to promote regional identity and cultural exchange among Europe countries. People participation with all residents is decisive factor to promote identity and attachment in native place, as well as collaboration with residents, experts, administrators and NGO is one factor for sustainable development and the realization of ecomuseum, activation of regional economy, and also is the root of efforts to protect and activate regional community.

• 비교교육연구
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• 제26권3호
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• pp.1-21
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• 2016

본고는 한국비교교육연구에 영향을 주고 있는 유럽비교교육학회와 영국비교교육학회의 담론생성활동을 고찰함으로서 그 역사적 성격을 밝히고자 하는 연구목적을 가진다. 유럽비교교육학회(CESE)는 1963년 영국 비교교육학자들의 주도로 설립되어 현재 유럽화를 넘어선 국제학회로서의 자리매김을 위한 노력을 하고 있다. 유럽이 세계의 중심이라는 오랜 질서가 미국주도의 세계비교교육학회의 출현으로 인해 위축되고 있으나 여전히 미국적인 것과 차별되는 유럽만의 방법론 구축을 향한 지적 고투를 하고 있다고 보여 진다. 반면 영국은 1997년에 영국국제비교교육학회(BAICE)로 늦게 시작했으나 많은 유학생들과 영어권의 이점으로 국제학회로서의 면모를 보이고 있다. 그 결과 유럽화가 아닌 글로벌 이슈를 적극적으로 다루며 비판적 균형이론으로서 비교교육연구를 자리매김하려는 노력을 하고 있는 것으로 평가된다.

• 한국콘텐츠학회논문지
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• 제12권6호
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• pp.518-529
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• 2012

유럽의 통합은 1991년 12월 마스트리히트에서 유럽연합조약을 처음 체결하면서 시작되었다. 근대 민족 국가의 요람이라고 할 수 있는 유럽은 현재 각국들의 사회경제적 통합은 물론 정치적 분야에서도 단일 유럽을 실현해 왔다. 이러한 가운데 유럽연합의 새로운 통합성장동력을 개발하기 위한 평생교육정책은 무엇보다도 사회경제적 환경 변화에 대비 할 수 있는 교육적 대응이 필요하다고 보고 있다. 특히 평생교육분야의 협력과 통합발전에 있어서는 다양성과 상호 조절을 통한 효율성의 조화를 이루어야 하는 중요한 과제를 안고 있다고 본다. 그러나 그들의 노력에도 불구하고 2008년 이후 유럽연합의 몇몇 국가들은 경제 침체로 인하여 국가재정의 위기를 맞이하였으며, 급기야 유럽전체의 재정위기로 까지 영향을 미치고 있다. 이와 같은 위기는 현재 유럽연합의 사회경제적 통합을 흔들고 있다. 본 연구에서는 유럽연합의 사회경제적 통합을 위한 평생교육 체제구축 및 정책 추진 현황을 살펴보고, 유럽연합에 속한 국가들 간의 성인평생교육 참여율이 1인당 국민소득과 어떠한 관련성이 있는지 분석하고자 하였다. 그리고 유럽연합의 경제위기 속에서 회원국 간의 사회경제적 통합이 지속 가능할 수 있을지를 통합적 평생교육체제의 문제점을 중심으로 알아보았다. 또한 이를 통하여 우리나라 평생교육의 새로운 패러다임 전환과 정책 수립 및 발전 방향 제시에 시사점을 도출하고자 하였다.