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CULTURAL FOUNDATIONS OF S. KOREAN EDUCATION

Title:. CULTURAL FOUNDATIONS OF S. KOREAN EDUCATION. Jae Hun Jung, Ph. D. Korea Local Education Institute, CBNU koreanist@hanmail.net. contents. Introduction World Heritage Sites in Korea III. Korean Culture IV. Cultural Foundations Korean Education V. Conclusion. contents.

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CULTURAL FOUNDATIONS OF S. KOREAN EDUCATION

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  1. Title: CULTURAL FOUNDATIONS OF S. KOREAN EDUCATION Jae Hun Jung, Ph. D. Korea Local Education Institute, CBNU koreanist@hanmail.net

  2. contents Introduction World Heritage Sites in Korea III. Korean Culture IV. Cultural Foundations Korean Education V. Conclusion contents

  3. contents Introduction World Heritage Sites in Korea III. Korean Culture with Keywords IV. Cultural Foundations Korean Education V. Conclusion contents

  4. PART I. WORLD HERITAGE SITES IN KOREA

  5. I. WORLD HERITAGE SITES Changdeokgung Palace

  6. I. WORLD HERITAGE SITES 2. Gochang, Hwasun and Ganghwa Dolmen Sites

  7. I. WORLD HERITAGE SITES 3. GyeongjuHistoric Areas

  8. I. WORLD HERITAGE SITES 4. HaeinsaTemple JanggyeongPanjeon, the Depositories for the TripitakaKoreanaWoodblocks

  9. I. WORLD HERITAGE SITES 5. Historic Villages of Korea: Hahoe and Yangdong

  10. I. WORLD HERITAGE SITES 6. Hwaseong Fortress

  11. I. WORLD HERITAGE SITES 7. JejuVolcanic Island and Lava Tubes

  12. I. WORLD HERITAGE SITES 8. Jongmyo Shrine

  13. I. WORLD HERITAGE SITES 9. Royal Tombs of the JoseonDynasty(1392-1910)

  14. I. WORLD HERITAGE SITES 10. SeokguramGrotto and Bulguksa Temple

  15. PART II. KOREAN CULTURE

  16. 1. Collectivism Confucianism and Collectivism -Human interrelatedness -Harmonious and hierarchical social relationship -Lacking the concept of autonomous and differentiated state of individuality -Individual uniqueness is not recognized -Creative thought and idiosyncrasy are neglected -Conformity to the social norms is emphasized

  17. We-ness • “We” = “a cage” • Distinct Boundary between “we” and “others” • - Emphasis on “in-group-ness” and sense of belonging • Many sub-groups based on genealogical relationships, school connections, & regionalism • - the Wellbeing of the group • = The needs of a family as a community have priority • over those of individuals.

  18. 人 =

  19. 人間 = interperson

  20. 2. Jeong -Koreans develop affective emotion based on we-ness -The boundary between in-group members collapses. -Each unit of “I” and “you” has turned into one unified unit of “we” -Two individuals abandon their own perspectives and put themselves in their partner’s shoes.

  21. 3. Saving Face • Preserving one’s dignity • Conscious of the others and their reactions • - “What would other people think about me” • > “This is what I think” • - Achievement-motivation is other-oriented

  22. 4. Do it quickly!

  23. PART III. CULTURAL FOUNDATIONS OF KOREAN EDUCATION

  24. 1. Introduction Quiz “A great air of tension hovered throughout South Korea on 17 November 1999. A special task force had spent months planning for that day. The night before, President Kim Dae Jung had appeared on television to announce that the nation was prepared for the event. All nonessential governmental workers would report to work only later in the morning, as would employees of major firms. Thousands of special duty police were on hand in many cities; thirteen thousand police had been mobilized in Seoul alone. Flights at all the nation's airports had been restricted, and special efforts had been made to halt construction to avoid creating noise or commotion of any kind. It was the day of ( )(Seth 2002:1). National University Entrance Examination

  25. 1. Introduction • EDUCATION = Teaching + Discipline • History of Education System • - Beginning in about the fourth century • - In the 14th Century, a state-wide educational system. • - Rote-memorization and choral recitation of classcis. • Curriculum • At 7: a boy was required to learn Sohak • Filial piety and Appropriate Behaviors • At 13: music, dance, and poetry • At 15: archery and horse riding

  26. 2. Cultural Importance of Learning Neo-Confucianism - child development centers on learning. The practice-based self-cultivation - Practicing rituals - Learning propriety Through learning, an individual can continuously enlarge his self, achieve the union with the heaven, and ultimately grow to meet the goal of the community (Tu 1987:113). The self-interested individual → The status of Sage = the ideal self with moral perfection

  27. A HUMAN(人) • - A mature person = a duty-conscious person • - masters basic social duties • sensitive to how others feel • - performs what is socially expected • Socially oriented concept of ACHIEVEMENT • - Behaving properly in various social situations • - meeting moral standards • - fulfilling social obligations • “ADULT” = Becoming a Human • = a process of becoming

  28. ADULT?

  29. 3. Civil Examinations • CIVIL EXAMINATION • - Publicly-proved literary skills and a mastery of Confucian classics were the main way to show one’s credentials • Education = a path for upward social mobility • Credentialism = one’s status is determined by his educational background • Academic cliquism = college alumni networks as a stepping-stone for social success

  30. 4. Familism & Filial Piety Family -Center of WEness -Core Unit for Class Reproduction Family and Learning - Prenatal education - Family education (Proper behavior to the elders) - Parental supervision of the child’s education is crucial

  31. FILIAL PIETY • - primary ethical value in the Confucian tradition (Ho 1996). • - Kinds of Filial Piety (1) The obedience to the parents (2) Keeping one’s own body in good health (one’s body is a gift from his or her parents) (3) Supporting old parents with good food and warm clothes (4) Providing comfort and ease of mind (5) Becoming a honorable man to promote family honor • academic excellence is part of a child’s duty • The Classic of Filial Piety (Xiao Qin): • “raising one’s reputation in order to exalt one’s parents” • (cited in Yu 232).

  32. 5. Child-oriented Culture Traditional Mindset - A son was valued - His success could bring honor to the family. In Contemporary Korea, - the rapidly decreasing birthrate(TFR in 2002: 1.17) - the nuclearization of family residence - Children are even more valued - Parents are responsible for their children’s education

  33. 6. Self-sacrificial Motherhood Overriding responsibility for managing the household and raising children. Cultural Factors - “Wise Mother Benevolent Wife” → reproducing women’s obedient and self-sacrificing image - Children should be taken care of by their own mothers - “The success at school education depends on mothers' efforts and abilities” (Kim Mi-Kyŏng 2000: 44). Systematic factors - The legal system and employment policy limit women’s participation in the workforce - The lack of public day-care facilities

  34. KIM Hongdo (1745~?)

  35. 7. Conclusion • In TRANSITION… • - Value System: TRADITIONAL vs. (POST)MODERN • A New Generation of Students • Parents’ High Expectation • Nation’s Future?

  36. Thank You!

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