A Study of Global Taekwondo Spirit as an Objective of Character Education for Youths

The purpose of this study is to develop an tentative plan of global taekwondo spirit that taekwondo youths in Korea should follow as behaviors norms and that our country Korea, the suzerain state of taekwondo, should announce publicly toward the taekwondo athletes all over the world. The formula on the methods and procedures for developing global taekwondo spirit is as follows : . The first stage of this study is to seek the most basic element of global taekwondo spirit from Korean national spirit which has enabled the persistence and development of the Korean people, while the second stage of it is to cultivate the supplementary element of global taekwondo spirit from global universal ethics. The third stage of this study is to seek the element of global taekwondo spirit from common martial spirits of Korea and the world. As for thε results of this study, Wε have developed such elements of Korean National Spirits as 'poongryu'(elegant and idyllic life), 'wonyung-hoetong'(harmonious life), 'justice', and 'respect for filial duty and the elderly', plus such elements of global universal ethics as 'truthfulness', 'gender equality', 'preservation of nature', and 'human fulfillment'. The third element of global taekwondo spirit belonging to the category of common martial spirits includes 'imchon-mootoe'(never retreat from the battle field), 'salsang-yootak'(discriminate about the taking of life), 'perseverance', and 'self-control'

Major Problems of the Education of Social Studies in Korea

This article seeks to analyze and report major problems of social studies education, expecting to have chances of solγing those problems by calling attention of the related. Reported also are how those problems are considered and tackled under the Korean situation. This writing is to report concerning six problem areas of social studies education such as terminology, objective, content, teaching-learning method, evaluation and teacher training. TERMINOLOGY 1. We use a wrong word for the expression of social studies education especially when we call the name of the department of social studies education. The word of 'Saehoe Kyoyukwa' is being used instead of 'Saehoekwa Kyoyukwa'. 'Saehoe Kyoyuk' means rather social or adult education than social studies education itself. 2. We have a conceptual confusion in our using the word of 'Saehekwa'. That is, we use it sometimes as an overall meaning of social studies education while othertimes as the general social sciences excluding the fields of history and geography. OBJECTIVE 1. We have many expressed viewpoints on how to establish the objectives of social studies, although no consensus of opinion has been made. A dichotomy still exists unsolved between those concerned with designing objectives based on the social sciences and those concerned with designing objectives related to effective nationality and citizenship. 2. We still have wide gap between designing objectives in curriculum plannings and real achievement in the classroom. CONTENT 1. We have not successfully developed any structure of social science disciplines which can be used as a basic framework for designing social studies content for elementary and secondary schools. 2. We have not established any inclusive sequential criteria appicable to the selection of social studies content along school or grade levels. TEACHING-LEARNING METHOD 1. We can find most of social studies classrooms still employing teacher-led expository method. Student-led inquiry classroom are uncommon except the case of few experimental demonstration schools. EVALUATION 1. We have still lack of sophistication in evaluation techniques, particularly in the field of affective domain. 2. We are still unable to conduct an evaluation corresponding exactly with the established objectives. A widegap still exists between what we teach and what we evaluate. TEACHER TRAINING 1. We find our teacher training program in college of education to make light of subjects directly related with social studies education including social studies curriculum, social studies teaching strategies and others. 2. We usually do not have any well-organized faculty members in the department of social studies. Most of them do not have any desirable scholastic background as social studies specialists

The Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea

The secondary school subject of moral and ethics education in Korea, SInce it's entering into the formal courses of study upon the 3rd curriculum amendment in 1975, has paved the way to the establishment of interdisciplinary approach, particularly since the middle of nineteen eighties. The purpose of this study is to examme how much of interdisciplinary characteristics appeared in terms of the teacher training curriculum for moral and ethics education and the selection of required subjects for the acquisition of teacher certificate. This study IS to point out three main events for the establishment of interdisciplinary approach. First, a nation-wide seminar which was held in 1985 through the attendance of all the professors belonging to the department of National Ethics Education decided the formation of teacher training curriculum that contained three groups of interdisciplinary courses, i.e.,humanity, social science plus ideology problems peculiar to Korean situation. Second, the ministry of Education notified in 1994 the courses for the acquisition of teacher certificate eligible for the teaching secondary moral education on interdisciplinary principle. The courses included 'Korean Ethical Thought', 'Ethics', 'Theory of Democracy', and 'Education for the Unification of Korea'. The first two courses were categorized into the field of humanity and the latter two were categorized into the field of social SCIences. Third, the ministry of Education notified agam on interdisciplinary principle in 2000 three groups of the courses for the acquisition of teacher certificate eligible for the teaching secondary moral education. The first group designated one compulsory course named 'Theory of Moral and Ethics Education' in terms of subject matter education area. The second group designated two courses of selection from the five courses of humanity nature including 'General Theory of Ethics', 'Oriental Thought of Ethics', 'Western Thought of Ethics', 'Korean Thought', and 'Reading of Ethics Classic'. The third group designated two courses of selection from the five courses of Social Sciences including 'Theory of Democracy', 'Theory of National Security', 'Theory of National Unification', 'Theory of Democratic Citizenship Education', and 'Moral Psychology'.본 연구는 서울대학교 사범대학 발전기금으로 이루어졌음

A Study of Supplementary Out-of-classroom Instructional Strategies for the Moral Education in the Middle School: Establishment of Moral Education Room, Use of Service Activities and Support from Parents

The purpose of this study is to develop some supplementary out-of-classroom instructional strategies for the moral education in the middle school, i.e., establishment of moral education room, use of service activities and support from parents. The Research method of this study includes interview studies plus document analyses. The researchers developed some supplementary out-of-classroom instructional methods for the moral education upon the interviews with school teachers who were teaching the subject of moral education in the middle school. Various teaching materials being used now in such developed countries as the U.S. were investigated and analyzed by the researchers in an effort to utilize those foreign models of moral teaching to develop some effective instructional strategies which would be appropriate for our school situation. Through the process of this study, the researchers have drawn several conclusions as it follows: First, teaching the young students moral values would be hard enough even with strong expository teaching in the classroom. Without free and open moral environment which could be endowed to students only in moral education room, the influence of their formal classroom learning will be very limited in view of the affective achievement. Second, educating students to be the kind of people anyone would like to have as friends and neighbors will be very difficult without providing enough real experiences through which students have attended ample service activities in the society. Third, today s parents are often unsure about what values and attitudes are appropriate for their children and are consequently insecure about exercising their authority. A successful strategy is to create a variety of opportunities for parents to join a moral education effort in cooperation with those teachers in charge of moral education in schools. Multifaceted parent participation in moral education program in the school is urgently needed.본 연구는 서울대학교 사범대학 발전기금 1995년도 Lemix 학술연구비의 지원에 의해 이루어졌음