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한일 관계개선을 위한 국제이해교육
A Study on the Tasks of Education for International Understanding to Promote Korea-Japan Relations

DC Field Value Language
dc.contributor.author운용탁-
dc.date.accessioned2011-01-20T23:36:07Z-
dc.date.available2011-01-20T23:36:07Z-
dc.date.issued1993-
dc.identifier.citation사대논총, Vol.46, pp. 161-178-
dc.identifier.issn1226-4636-
dc.identifier.urihttp://hdl.handle.net/10371/72792-
dc.description.abstractThe purpose of this study is to investigate the task of international understanding between Korea and Japan. For this purpose, an analysis is made of the following aspects of the curriculum of social education, objectives, contents; learning and instruction. The findings of this study can be summarized as follows: (1) In terms of objectives, an approach to the international understanding is needed to lay emphasis on phenomonological understanding. Current social education in Korea (equivalent to the civic in Japan) is divided into "Sociology and Anthropology" and "Politics and Economics", but an explicitmanifestation of subject-objectives of international understanding has not been observed. Instead, we can only find the reference to "the ability of understanding and analysis of the principle of politico-economic phenomena". (2) In terms of contents, more emphasis is put on the concept of change and the affective domain. Existing concepts like interdependence, culture, scarcity, cooperation seem to be inappropriate for understanding of current international community. So, we must add the change-relevant concepts such as international power and states conflict, evolution, adaptation, growth in future curriculum of social education. And those existing contents of social education are much oriented in cognitive domain. From our point of view, skill and attitude as a tool for clarifying the. value system of other countries and accepting and overcoming the conflict between them should be given more attention. (3) In terms of learning and instruction, the improvement on the environment about them and the use of teaching materials are needed for motivating an empirical cognitive structure. (4) In addition, we should arrive at an agreement in defining education for international understanding. This field is called either multicultural education, or education in open-era or global citizenship education. The variety in terminology of international understanding shows that there is a coherent scope and sequence in education for international understanding. In addition, International understanding would make. a large contribution not only toward establishment of friendship between Korea and Japan and a cooperative institute but also making for make social atmosphere.-
dc.language.isoko-
dc.publisher서울대학교 사범대학-
dc.title한일 관계개선을 위한 국제이해교육-
dc.title.alternativeA Study on the Tasks of Education for International Understanding to Promote Korea-Japan Relations-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthorYoon, YongTak-
dc.citation.journaltitleJournal of the College of Education (사대논총)-
dc.citation.endpage178-
dc.citation.pages161-178-
dc.citation.startpage161-
dc.citation.volume46-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)교육연구와 실천Journal of the College of Education (師大論叢) vol.46/47 (1993)
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