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( Hyug Ryeol Kim ) 한국윤리학회 2015 倫理硏究 Vol.101 No.1
Utilizing international data on attitudinal and behavioral correlates of civic activism among eighth-grade adolescents, this study examines to what extent the positive effect of growing up in high socioeconomic families on adolescents’civic outcomes, which has been found in Western industrialized countries, is generalizable to less developed countries. It further investigates whether there is any systematic association between a country’s economic level and the strength of the effect of home civic learning environments, which explains the positive effect of high family socioeconomic background on adolescents’civic outcomes. I find that the effects of family SES on adolescents’internal political efficacy, and expected electoral participation tend be stronger in economically developed countries. I also find support for the significant role of home civic learning environments in mediating the family socioeconomic influence on adolescents’internal political efficacy, and expected electoral participation in most countries. Moreover, the results of twolevel hierarchical linear models demonstrate strong empirical evidence of a systematic relationship between the country’s economic level and the effect of home civic learning environments: the wealthier the country is, the stronger the effect of home civic learning environments on adolescents’ internal political efficacy and expected electoral participation.
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( Hyug Ryeol Kim ) 한국윤리학회 2015 倫理硏究 Vol.104 No.1
Against the backdrop of the recent upsurge of interest in character education and global citizenship education in South Korea, this paper examines scholarly debates over the relation between education for character-building and education for citizenship-building. Is character education compatible with citizenship education, or are they necessarily at odds with one another? After identifying two possibilities of education for character-building and education for citizenship-building, I argue that if character education attempts to help students grow into ethically sophisticated and caring human beings, not to indoctrinate or enforce conformity among them, it can dovetail nicely with the practices of citizenship education for making an active and transformative citizenry. In addition, against the background of a necessary and inevitable tension between “the good man” and “the good citizen,” I further posit that the integration between character education and citizenship education can be more successful when it is promoted through the framework of global citizenship education (GCE).
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