cultural foundations of s. korean education

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CULTURAL FOUNDATIONS OF S. KOREAN EDUCATION

Jae Hun Jung, Ph. D.Korea Local Education Institute, CBNU

[email protected]

Title:


contents

contents

I. Introduction

II. World Heritage Sites in Ko-rea

III. Korean Culture

IV. Cultural Foundations

Korean Education

V. Conclusion


contents

contents

I. Introduction

II. World Heritage Sites in Korea

III. Korean Culture with Keywords

IV. Cultural Foundations Korean Education

V. Conclusion


PART I. WORLD HERITAGE SITES IN KOREA


I. WORLD HERITAGE SITES

1. Changdeokgung Palace



2. Gochang, Hwasun and Ganghwa Dolmen Sites



3. Gyeongju Historic Areas



4. Haeinsa Temple Janggyeong Panjeon, the Depositories for

the Tripitaka Koreana Woodblocks



5. Historic Villages of Korea: Hahoe and Yangdong



6. Hwaseong Fortress



7. Jeju Volcanic Island and Lava Tubes



8. Jongmyo Shrine



9. Royal Tombs of the Joseon Dynasty(1392-1910)



10. Seokguram Grotto and Bulguksa Temple


PART II. KOREAN CULTURE


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

1. Collectivism


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.


人 =


人間 =

interperson


-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 uni-

fied unit of “we”

-Two individuals abandon their own perspectives and

put themselves in their partner’s shoes.

2. Jeong


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


4. Do it quickly!


PART III. CULTURAL FOUNDATIONS OF KO-

REAN EDUCATION


1. Introduction

Quiz

“A great air of tension hovered throughout South Korea on 17 Novem-

ber 1999. A special task force had spent months planning for that

day. The night before, President Kim Dae Jung had appeared on tele-

vision 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 air-

ports 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


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


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


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


ADULT?


3. Civil Examinations

CIVIL EXAMINATION- Publicly-proved literary skills and a mastery of Confucian clas-

sics 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


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


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).


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


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


KIM Hongdo(1745~?)


7. Conclusion

In TRANSITION… - Value System: TRADITIONAL vs. (POST)MODERN- A New Generation of Students- Parents’ High Expectation

Nation’s Future?


Thank You!

cultural foundations of s. korean education

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