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The Future and Transformation of Pedagogical Authority
Roland Reichenbach 한국교육학회 한국교육학회 학술대회논문집 7 Pages
한국교육학회 한국교육학회 학술대회논문집 KERA Inter 26 245-251 (7 pages)
educational contracts“, learning contracts“ and the like - is a more or less subtle way to withdraw from the duty of pedagogical authority or, at least to conceal the necessity of pedagogical authority. This phenomenon seems typical for our cultures of disguised dominance, which one may just have to accept in the age of political and educational correctness. However, the view that personal... -
An Educational Proposal for Political Socialization of South and North Korean Youth after Unification
Hyung Chan Kim 한국교육학회 한국교육학회 학술대회논문집 28 Pages
한국교육학회 한국교육학회 학술대회논문집 KSSE Inter 14 308-335 (28 pages)
as the guiding philosophy for all tasks, whether social, economic, political, or culture in nature. Juche ideology is inculcated in the minds of Korean youth by means of gyoyuk and gyoyang in the North Korean schools at all levels, and it is therefore important to describe what they entail in terms of North Korean educational practice. North Korean educational literature is replete with many... -
Embodied Culture in Pottery: Developing Teacher’s Package for Understanding Other’s Culture and Own Culture
Kim Haikyung 경인교육대학교 교육연구원 The Journal of Education 23 Pages
경인교육대학교 교육연구원 The Journal of Education 2018, Vol.1 No.2 3 29-51 (23 pages)
will make a fine the starting point to help solve any subsequent procedural problems. These procedural problems may include lack of understanding about each other’s institutional systems, works, and pedagogical standards. Museums and schools should keep in mind their - 32 - ..PAGE:5 Embodied Culture in Pottery common goal, respect each other, and try to understand about other’s institution... There are various perspectives on the roles and functions of museums. In modern times, socio-educational functions of museums are the most emphasized. Most museums offer programs for schools, but teachers still prefer not to visit them. The reason why teachers feel pressured to visit a museum is that they lack knowledge about museum exhibits. Also, it takes too much time and energy for individual teachers to reconstruct the curriculum in conjunction with museum exhibits. The link with the school... -
Technology-enhanced Learning for Religious Tolerance and Cultural Globalism
Warren E. Chung 이화여자대학교 교과교육연구소 Eastwest Education 16 Pages
이화여자대학교 교과교육연구소 Eastwest Education 2010, Vol.27 1 1-16 (16 pages)
a place where learners can negotiate and recreate meaning, as opposed to a traditional pedagogical model involving the transmission of knowledge from teacher to pupil (Bruner, 1986, p. 123). For instance, students tell stories about their own lives and communities after reading and listening to other stories online, such as those written by iEARN participants in other countries in the same or... among and within nations is often characterized by the clash of cultures and religions. Intolerance fueled by stereotyping, prejudice, and discrimination is cited as an underlying cause of religious conflict. To break stereotypes, educators can utilize interactive, Web-based technologies to facilitate dialogue among participants from different cultures. A global youth network is presented as an example of how cross-cultural collaboration can contribute to furthering tolerance and understanding. -
Implications of Eco-Aesthetics for Art and Education
한국조형교육학회 조형교육 2012, 제 43집 1 1-24 (24 pages)
I discussed one possible way to teach socio-cultural and political interaction between art and society based upon the place that the stud ents live in. Also, I claimed that Bower (2001)'s notion of eco-justice education could be a good pedagogical perspective of the equity aspects of eco-aesthetics. Discussing Sterling (2001)'s notion of modern education, I found that the marginalization and... of art pieces we choose to address, how we interpret those artworks, and what we expect students to learn from those works of art are all related to the pedagogical values that we convey to students. Therefore we, as critical art educators, should always be aware of what kinds of values we are promoting through our teaching practices. How we appreciate, understand, and evaluate artworks depends on aesthetics that we hold, which encompasses certain value systems and perspectives. Aesthetics is a... -
Critical Pedagogy and Class Struggle in the Age of Neoliberal Globalization: Notes from History’s Underside
Peter Mc Laren 한국교육학회 한국교육학회 학술대회논문집 37 Pages
한국교육학회 한국교육학회 학술대회논문집 KSSE Inter 7 129-165 (37 pages)
associated with an earlier generation of social critics offer educators who work in critical education? We raise this question at a time in which it is painfully evident that critical pedagogy and its political partner and congener, multicultural education, no longer serve as an adequate social or pedagogical platform from which to mount a vigorous challenge to the current social division of... -
Democracy and the Two Dogmas of Education
Juergen Oelkers 한국교육학회 한국교육학회 학술대회논문집 37 Pages
한국교육학회 한국교육학회 학술대회논문집 KSSE Inter 3 27-63 (37 pages)
to freedom, not a restriction upon it” (ibid., p. 46). Therefore it is not the curriculum or the subject matter of the instruction that is decisive, but the problem conveyed. Problems are decisive stimuli for thought, but (ibid., p. 52) problems are only created for the learner when they touch his/her experience and 38 ”Perhaps the greatest of all pedagogical fallacies is the notion that a... -
A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development
Lynn Ang 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 21 Pages
환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2018, Vol.12 No.1 1 1-21 (21 pages)
a rights-based, participatory, and pedagogical approach. The paper argues for the importance of advancing further research to foster greater understanding of the connections between children and peacebuilding especially in the context of fragile and conflict- affected countries. Keywords: early childhood development, peacebuilding, sustainable development, cross-disciplinary Corresponding... relationship between the child, family, community, and wider society. The findings reveal the potential linkages between ECD and young children’s role in fostering peace as conceptualized in three interrelated paradigms ? a rights-based, participatory, and pedagogical approach. The paper argues for the importance of advancing further research to foster greater understanding of the connections between children and peacebuilding especially in the context of fragile and conflictaffected countries. -
Play and Policy in Early Childhood Education in the Asia Pacific Region
Susan Grieshaber 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 22 Pages
환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2016, Vol.10 No.2 2 7-28 (22 pages)
in a prepared environment and…the pedagogical mediation of knowledgeable teachers during child- initiated interactions” (p. 200). There is also the challenge of extending children’s knowledge and understanding, that is, of educators taking children’s understanding beyond what is already known in the context of pedagogical mediation in child-initiated play. An in-depth understanding of the... region. It investigates the challenges these changes present and the contradictions that may arise in regard to local tradition, heritage and culture in three Asia-Pacific contexts: Hong Kong Special Administrative Region, Mainland China and Australia. The article shows how policies change over time and provides a poignant representation of how early childhood policy and curriculum aspirations for Hong Kong SAR, Mainland China and Australia might have more in common than in the past. -
Towards a Reflexive Pedagogy in Early Childhood Education: Interweaving the Project Approach and the Reggio Emilia Approach
Pei-Wen Tzuo, Der-Thanq Chen 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 15 Pages
환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2012, Vol.6 No.2 4 69-83 (15 pages)
global society, sustainable development relies on societies’ ability to accept and integrate diverse values and practices. It is important that educators demonstrate this ability and foster it in children (Jones, 2002; Jucker, 2004; Locher & Prugl, 2001; Siraj-Blatchford, 2009). As Dewey (1938) noted, education should promote an ability to synthesize and collaborate. We, therefore, propose a... approach that blends both approaches through systematic investigation and creativity, objective and subjective aspects of reality, science and social science–oriented and meaning-oriented lessons, planned and spontaneous learning, and deductive and inductive reasoning. We elaborate and term this integration as reflexive pedagogy–to support a child’s learning in a dynamic and dialectical relationship. We then provide examples and suggestions of the successful use of this pedagogy.