Industrialization and Educational Expansion in South Korea

이건만 서원대학교 사범대학 부설 교육연구소 1990 교육발전 Vol.9 No.-

교육분화체제와 사회불평등

이건만 서원대학교 사범대학 부설 교육연구소 1994 교육발전 Vol.13 No.-

대학생의 사회적ㆍ정치적 현실인식과 정치적 행동에 관한 연구

李建滿,金琪正 서원대학교 교육연구소 1992 敎育發展 Vol.11 No.1

In recent years there have been several studies on student movement and some of the work has been contributed to the understanding of the sources of student movement from the point of view of the socio-economic structure of Korean Society. Yet, scant progress has been made in identifying the actual characteristics of the activists, the degree of radicalism, and the extent of participation in movement activities. The objectives of this study are (1) to investigate the degree of radicalism and political attitudes of college students, (2) to examine the effects of media contact on the formation of radicalism and political attitudes, and (3) to develop an explanation of the relationship between individual background, media contact, radicalism, political attitudes, and participation in movement activities. Drawing upon a questionnaire survey administered in several classes to 1434 students at eight universities, empirical tests of the research problems are performed by utilizing Oneway Analysis of variance, Multiple Cassification Analysis, Correlation, and Multiple Regression Analysis. The major findings of this study can be summarized as follows: First, male students are much more likely to have frequent contacts with media than female students, in the fields of humanities, social sciences or engineering are much more interested in political knowledge and news than those in the areas of arts or education, and there are little differences in media contacts among respondents by socio-economic status. Second, most of the respondents show moderate radical views of socio-political realities, and specifically students from a lower SES background, who have lower grades, and are in the humanities or social science fields are more likely to hold radical views. Third, there emeges no differences in political attitudes among respondents by sex, grades, academic performance, and SES. But most students in this sample have negative sense of political efficacy and political trust. Students in humanities or social sciences are more likely to show this tendency compared as those in arts. Fourth, even though most of the respondents hold radical views and have negative political attitudes, they are not involved actively in the movement activities. Fifth, a significant association between media contacts and radicalism, political attitudes, political behavior is observed. Sixth, radicalism maintains the strongest effect of political behavior and the weakest is SES. Evidence indicates the importance of radicalism and negative political attitudes as major sources of predicting the likelihood of participation in movement activities.

대학 지원자의 진로의식에 관한 연구

이건만 서원대학교 학생생활연구소 1995 학생생활연구 Vol.13 No.-

The purpose of this study is to explore career consciousness of university applicants. The research questions of this study are as follow: First, To what extent the career consciousness is different according to sex? Second, To what extent the career consciousness is different according to resident place? Third, To what extent the career consciousness is different according to socioeconomic status? The major findings of this study are as follows: First, the primary aim of university attendance is to be a man/woman of culture regardless of sexes, resident places, and socioeconomic status. Second, the application of university is dependent on academic achievement test score and aptitude. Third, students have strong attachment to academic life regardless of sexes, resident places and socioeconomic status. Fourth, students are self-determined in the preparation of their future career. Fifth, students recognize the value of university education as an index of future career regardless of sexes. Sixth, to have good friends is one of the most important things for making good life in their future regardless of sexes, resident places, and socioeconomic status.

韓國 高等敎育 變遷 小考

李建滿 서원대학교 교육연구소 1982 敎育發展 Vol.2 No.1

Higher Education is indeed being buffeted by change in society on every side. During the Japanese colonial times, It was very hard to have higher learning and to establish the institution of higher education. But in spite of the severe restriction and oppression of higher education by Japanese colonial government, our people had burning desire for having higher learning. Since the restoration of our country, colleges and universities have established and these institutions have been playing an important role as the public education institutions, but their development has been in quantity but not in quality. Institutions of higher learning are in crisis because society has altered, and intensified its demands on their capacities to fulfill their fuctions. With understanding of the transition of higher education on our country, the purpose of this study is to understand the direction of reformation on higher education which have been proceeded since 1970's.

교육분화체제와 사회불평등

李建滿 서원대학교 교육연구소 1994 敎育發展 Vol.13 No.1

1.Problems Curriculum tracking has been viewed as one of the educational mechanism for selecting and socializing students to disparate roles. The dual school system of secondary education, which is made up of the general high schools and vocational high schools, has permitted schools to differentiate their curricula as well as to sort and socialize students to different occupational roles. Given this, an evaluation of the role curriculum tracing plays in structuring conditions of distributing students into positions in the social division of labor requires discussions of whether and to what extent academic differentiation in high schools relate to the existing class structure, prospect for labor market, and social mobility. 2.Purpose The study aimed at not only exploring the actul characteristics of student served by two different types of high school, but also identifying some of the consequences of academic differentiation by eamining the relationship of curriculum tracking to educational and occupational aspirations of the students. In addition, the syudy also attempted to discover the association of curriculum tracking with students, attitudes toward social inequality by investigating the degree of acceptance of social reward system resulting from education. 3.methods The data for this study were collected from a questionnaire survey. The sample comprised 32 classes from 8 achools. A total of 1396 students responses were analysed in this syudy. The data were analysed by utilizing Crosstabulation, Two, Three, Four-Way ANOVA,Multiple Discriminant analysis, and Multiple Classification Analysis. 4.Results The major findings in this study could be summarized as follows: First, students from affluent homes were most likely to be found in the general high schools, while students with poor family backgrounds were most likely to be found in the vocational high schools, regardless of their academic performance level. Second, students who attend the same type of school shared a common set of expectations about their future career, regardless of their social class origin and present academin performance level. Third, students in the vocational high schools and those with poor academic performance in the general high schools expressed negative attitudes in accepting the legitimacy of social reward system attributable to education.

'학력저하' 이데올로기와 학업성취도 제고

이건만 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.3

학교의 사회 문화적 배경과 교육격차

李建滿 西原大學校 1983 西原大學 論文集 Vol.12 No.-

This study starts with an attmpt to understand what is the concept of educational inequality. The concept of educational inequality must de understood in the context of the relationship between individual potential, equality in educational opportunity and school education. It is said that Education provides necessary conditions for the maximum development of individual potential and education is a key element for the development of individual potential and in the process of social mobility, and so we have also to think what is the determinant factor to influence educational attainment and achievement. The concept of Educational opportunity has been measured by the equality of school input, but since the publication of Coloman Report, the view point of measuring by the equality of school oupput is being studied. Coleman reported that inequality of educational opportunity was due to the difference of acadimic achievement, and the most influential environmental factor of the difference was domestic environment rather than school environment, that is to say Socioeconomic status is positively correlated with both educational attainment and achievement: the higher a student's socioeconomic status, the greater his or her educational accomplishment is likely to be Many studies have documented this relationship between Socioeconomic status and education, children from more socioeconomically advantdged homes outperform their less affluent peers. So it is easy to see that students from socioeconomically advantaged families will ultimately reach higher levels of educational attainment than those Who are disadventaged. From this point of view the educational differential may be cited as evidence that educational instutions perpetuate present patterns of socioeconomic status. Whatever theoretical orientation is used, However, it is clear that a Statistical description o0f educational attainment and achievement is necessary but not sufficient for a real understanding of the functioning of our educational system. The important question of Why some groups do better in school and stay there longer than other group is really hard to answer. Attempt to explain patterns of educational attainment and achievement can be classified into two general categories: Those that focus on the characteristics of students and their families and those that focus on the characteristics of the schools and the broader Society. Coleman's study, Equality of Educational opportunity, was a comprehensive survey of American school that included information on over 645,000pupils. each student was given a series of achievement tests covering verbal ability, reading comprehension, mathematics, general information, and nonverbal ability. coleman was especially interested in ethnic and racial factors and most of his data are analysed in terms of the six groups he tested. Coleman found that the student's scores on these test were related to race and ethnicity. Coleman's survey included sereral items designed to measure interest in learning and motivation. These items asked students how much time they spent studying, how they would feel if they had to quit school. how much time they spent studying, how they would feel if they had to quit school, how often they stayed away from school because they didn't want to go, and how high in class ravk they wanted to be. In general, those groups with higher achievement test scores showed more positive attitudes toward school. coleman uncovered a similar pattern regarding educational aspirations. Educational aspirations-or how much education an individual wants to acquire-reflect a combination of attitudes, ranging from general beliefs about the value of schooling to feelings about classroom activities. Research has shown that student from socioeconomically advantaged backgrounds tent to have higher educational aspiration than students from less advantaged background. Since the publication of the Coleman Report, there have been a number of criticism of its methods and conclusions. Several Social Scientists have reanalysed various portions of the data, Nevertheless, the basic findings of the Report have, for the most part, been confimed by these other efforts. Until now, we have tired to account for group differenes in educational achievement by focusing on the characteristics of chidren and their family background. We will now turn to a different set of variables and ask how schools contributes to group differencies in educational achievement. Most of us assume that some schools are better than others. If ashed what makes a school good, we would probably answer in terms of the credentials of its teachers, the adequacy of its facilities, the size of its budget, and perhaps, even the characteristics of its student. If asked about the benefits of attending a good school, we would probably answer in terms of higher levels of academic achievement and subsequently higher levels of educational and occupational attainment. Though education may be thought of primarily in terms of formal instruction in the schoolroom., probably most of the significant education experienced by an individual take place before he or she comes to school and during out of school hours. According to the study reported by Han Jeong Shin there are noticeable gap between urban and rural school in learning achievement. The difference in learing achievement between urban and rural areas ranged from 10 to 20 in primary school. In the case of middle and high schools, the difference averaged little more than 10 points. It is said that education is the most influential determinant for the socioeconomic inequality of people. So the maximization of educational attainment for all student with an emphasis on equality of opporturity to achieve is associated with the goals of an open society. And education plays vital role in reducing socioeconomic inequalities and restoring the human dignity of all people. On the basis of this belief mentioned above. Some conclusions may be derived as follows. 1.In order to reduce the deprivation of students from socioeconcomically disadvantaged. it is required to enforce the pre-school education and to develope proper program for it. 2.Enlargement of social education and technical education for the disadvantaged is required. 3.Ceaseless endeavor in financial investment must be taken to roduc the gap between urban and rural areas school.

産業社會의 人間과 敎育의 課題

李建滿 西原大學校 1982 西原大學 論文集 Vol.11 No.-

The twentieth Century is a Century of enormous and profound change ; the prime force behind this change is the world - wide phenomena of Industrialism, of all the forces that have determined the course of history, none is as inclusive and general as the force of industrialism in real and effect. Such inclusiveness and generality point to a certain logic governing the process itself. The imperatives inherent in the logic of industrialization are summarized under the following three leadings; a) functionalization b) Rationalization and c) Ideologization. When industrialism is chosen as the guiding policy of nations and groups, how does the logic of industrialization on the on hand, and the traditional understanding of themselves, on the other hand, interact with each other? According to Max Weber's view on the relationship between capitalism and protestant ethics, the development of rational capitalism combine the impulse to accumulation with a positively frugal life-style, Weber found the answer in the worldly asceticism of puritanism, as focused-through the concept of the calling. The idea of the calling was already present in Luther's doctrines, Weber argues, it became more rigorously developed in the various puritan sects; Calvinism, Methodism, Pietism and Baptism. Calvinism, according to Weber's argument, supplies the moral energy and drive of the capitalist entrepreneur. Talcott Parsons traces the roots of the modern industrial Society to the dual tradition of christianity and Roman Law, isolating three cardinal elements in this tradition a) the conception of a transcendental divine Being, b) universal rationality and c) a practical attitude toward life. Parsons attributes the historically first emergence of industrial society in the western world to the identity between the religious-cultural tradition based on christianity and the archetypal values of an industrial society. The industrial society becomes richer, bigger, and better. Industrialism makes life easier for a greater number of people and extends man's mastery of nature. Under these circumstances, the mass media have little difficulty in selling particular interests as those of all sensible man. The political needs of society become individual needs and aspirations, their satisfaction promotes business and the commonwealth, and the whole appears to be the very embodiment of Reason. The industrialized Society is irrational as a whole. Its productivity is destructive of the free development of human needs and faculties, its peace maintained by the constant threat of war, its growth dependent on the repression of the real possibilities for pacifying the struggle for existence - individual, national, and international. Our society distinguishes itself by conquering the centrifugal society forces with technology rather than Terror, the real basis of an overwhelming efficiency and an increasing standard of living. Contemporary Society seems to be capable of containing. Social change - qualitative change which would establish essentially different institutions, a new direction of the productive process, new modes of human existence. Society can be defined as a group of people who share a common culture - a culture includes the formal and informal social arrangements, the mores, the language, the religious institutions and beliefs, and the processes of government, as society becomes more complex, the educational process necessarily change. Education is the process whereby each social inducts the young into its own particular style of social relationships. What is the task of education and what is the role of school? School is presently facing many pressures, population explosion, the exploding of knowledge, pollution, change of values brought about educational problems of modern society. What kind of life is worth living? What is the distinction between true and false consciousness? What shall it profit a man if he gain the whole world and lose his own soul? By taking into consideration of these problems and by laying stress on modern industrial society, restoration of human reason and basic rights, present and future problems of education and basic direction of value system, the goal of this essay is to help concerned people become more aware of the social and educational issues with which all of us must deal.

문화적 계급지배와 교육불평등 - Pierre Bourdieu 문화재생산이론의 음미 -

이건만 한국교육사회학회 2006 교육사회학연구 Vol.16 No.2

Bourdieu의 문화재생산 이론은 사회의 지배구조를 문화분석을 통해 해명하고 있다. 그의 이론은 학업성취의 차이가 불평등한 문화의 분배에 기인하고 있으며, 학교는 계급재생산의 과정에서 지배 계급의 문화적 자의성을 강제하는 상징적 폭력을 행사하는 매카니즘이라고 주장한다. 학교는 지배 와 피지배의 정당성을 상징적 폭력을 통해 오인시킴으로써 사회의 계급질서를 재생산하는 제도라 는 것이다. 이러한 그의 이론을 종합적이고 체계적으로 이해하기 위해 이 글에서는 그의 계급이론 과 사회의 지배방식을 포함해서 상징적 폭력 이론을 구성하고 있는 여러 개념들과 명제들을 밀도 있게 고찰하였다. 이런 작업을 통해 문화의 정치적 기능의 분석이 담고 있는 시사점과 의미를 파악 하여 그의 이론이 현대 산업사회의 계급갈등과 지배방식 및 계급재생산 전략을 이해하는데 어느 정도로 설득력과 적합성을 지니고 있는지를 검토하였다. 이 연구는 그의 이론이 보여주고 있는 계 급갈등과 계급지배방식에 대한 통찰력에 주목하여 그의 사상체계가 그 동안 교육사회학의 탐구에 서 학업성취 불평등과 이에 관련된 계급재생산 과정을 분석하는 틀을 넘어서서 사회현상의 여려 분야에 존재하는 다양한 갈등과 투쟁 양상을 총체적으로 이해하는 훌륭한 텍스트가 될 수 있음을 밝히려 했다. This study scrutinizes Bourdieu's cultural reproduction theory to have more clear understandings of the link between cultural domination and educational inequality. For this, this study covers firstly the concepts of cultural capital, taste, and habitus which are central to understanding Bourdieu's analysis of how the mechanism of cultural reproduction function concretely within schools. And then the study makes an attempt at investigating the concept what Bourdieu's call symbolic violence. In addition, the study debates the advantages and issues of Bourdieu's analysis in the tasks of explaining class dynamics and reproduction strategies in the contemporary class-divided society. The major arguments of this study are as follows: First, class control is not the crude reflect of economic power imposing itself in the form of overt force and restraint. Instead, it is constituted through the more subtle exercise of symbolic power waged by a ruling class in order to impose a definition of the social world that is consistent with its interests. In short, culture becomes the mediating link between ruling class interests and everyday life. Second, culture represents the economic and political interests of the dominant class, not as arbitary and historically contingent, but as necessary and natural elements of the hierarchical social order. Third, the dynamics of cultural reproduction function in two ways: firstly the dominant classes exert their power by defining what counts as meaning, and in doing so they disguise this cultural arbitariness in the name of neutrality that masks its ideological grounding. Secondly class and power connect with dominant cultural production not only in the structure and evaluation of the school curriculum, but also in the dispositions of the oppressed themselves, who actively participate in their own subjugation. Fourth, symbolic violence does not mechanically impose itself on the oppressed, it is at least in part reproduced by them, since the