• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Journal of the Korean association of regional geographers
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• v.8 no.2
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• pp.131-149
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• 2002

Geography has been defined traditionally as a discipline on regions, that is, as chorography, which means regional geography. Regional geography, which once withered up with the development of positivist geography, has gained recently its vitality. In particular, as social theories have been introduced actively into geography since the 1980s, new methodologies for regional geography have been suggested through a series of debates, for example, on spatiality, locality, restructuring, and post-modernism, though there remain still some important conceptual issues which have not yet settled down. On the other hand. new regional geography has made its development and significance for regional development in the age of the so-called globalization in the reality. That is, new regional geography has been required for a systematic conceptualization of region and for a theoretical consideration on the dynamic change of regions in the process of globalization. Furthermore, an emphasis can be given to geography education for new regional geography in order to understand new strategies for regional development.

• Journal of the Korean association of regional geographers
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• v.1 no.1
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• pp.81-91
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• 1995

Modern geography in France since the end of 19th century was begun with regional geography. France after losing the Franco-Prussian war in 1871 had tried to regain the deteriorated national proudness through the colonial expansion. The social and historical contexts in France had encouraged French geographers to engage in detailed small area studies. In particular, after Blache became a faculty at Sorbonne University his idea on integrative rather than selective description on area studies had gained paradigmatic popularity not only in geography but in other disciplines. The regional geography tradition was then firmly established as a science and as an art by Vidalian school until the beginning of Second World War. However, when industrialization and urbanization were the dominant science since the 1950s spatial analytic geography has become popular research tradition replacing the previledged regional geography. Nevertheless, geography in France is still acknowledged as an interesting and valuable discipline since regional geography tradition had accumulated rich knowledges on various regions. As regional geography provides valuable information and helps to understand various world regions, it should be regenerated as a research tradition which are able to fulfill societal needs accruing nowadays. By doing this, geography can rectify its disciplinary identity which has been disintegrated internally by giving too much emphasis on specialties, and melding into nearby disciplines. Our geography education for the chorography in particular focuses mainly on the listings of simple geographic facts, in this regard. Rather than attracting students' concern and motivation, geography is considered as a subject oriented toward simply memorizing geographic facts. To overcome these problems, regional geography should be discussed openly and popularized in research. Regional geographic methods available and results produced in other countries should be introduced, and critical assessments should be made for selective acknowledgment for nurturing our regional geography.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.178-194
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• 2017

This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

• Journal of the Korean association of regional geographers
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• v.1 no.1
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• pp.103-116
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• 1995

The purpose of this paper is to explore a brief review of trends in existing geographical research on music and to analyze music by the 5 themes of geography and to explore a variety of classroom techniques which examine song lyrics for their geographic content. The results of this paper are summarized as followed : Firstly, the trends in geographical research on music can be classified into five areas, the first is on spatial diffusion in music, the second on spatial diffusion in music, the third on regional division in music, the fourth on regional characteristics in music, the fifth on pedagogical tools in the teaching of geography. Secondly, music holds numerous possibilities for regional geographical study. The lyrics of music are littered with geographical term through which song writers impart image of culture, the distinct geographical nature of music lyrics gives rise to many geographical question, also, music lyrics gives place its special character. The results of analyses by the 5 themes of geography indicate that music are useful to learning of regional geography. The application of music to learning regional geography attracts much attentions. In the respect of importance of learning new regional geography, and in the respect of adapting globalization have to be focused on this subject.

• Journal of the Korean Geographical Society
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• v.47 no.1
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• pp.121-139
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• 2012

The purpose of this study is to derive the implications for improving 'the Geography of Korea' by analyzing the regional geographies of other countries. For this purpose, the regional geographies of eight countries are used: the United Kingdom, France, and Germany in Europe, the United States in America, Japan and China in Asia, and Turkey and Pakistan in Arab. After we select the representative regional geography for each country, its general characteristics, structure, style, and contents are analyzed. Based on the findings, implications for improving 'the Geography of Korea' are summarized in terms of the contents, style, and publication project. These implications suggest that 'the Geography of Korea' needs to be improved by explaining the regional identity in a more refined way and by attracting more readers.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• Journal of the Korean association of regional geographers
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• v.12 no.1
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• pp.142-153
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• 2006

The purpose of this paper is to develop effective lesson planning and to describe what happened when GIS was integrated in the teaching and learning of regional geography in a highschool classroom. To achieve this, first, regional geography learning modules were designed using strands model. Second, six hour instructions were carried out. Third, students' reflections were analysed. Fourth, suggestions for the next implementation of GIS in regional learning are discussed. The results of the study are as follows. First, students showed interest in learning with GIS and they engaged actively in the teaching-learning process. Second, GIS was effective for enhancing students' achievement on concepts about GIS and mapping. Third, GIS promoted students' interest on regional learning. Fourth, students preferred collaborative GIS learning. Finally, GIS was not shown to be entirely effective in this case, due to the limited access to appropriate hardware and lack of time.

• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.458-473
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• 2005

This paper begins with a critique that researches of geography education in Korea have not reflected the ideological debates in education and geography. The purpose of this paper is to figure implications for socially-critical geography education being studied in England as openly-ideological approach. First, ideological viewpoints of geography education was categorized through analysis of ideology in education and geography. Especially, a limit of conservative and liberal approach is indicated, socially-critical viewpoint is intrinsically justified as alternative logic. Socially-critical theorizing can change teacher's role as an agent of curriculum change and their conduct knowledge as well as geography curriculum. Second, (social) concern-oriented geography education to be more concerned to 'the social' can be realized through the third space approach and committed geography education as critical pedagogy. And, critical literacy is needed to teachers and students for practice of socially-critical geography education.

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.