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      KCI등재후보

      The Study on The Comparison of Symbolicity in the Personality Education of South and North Korea

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      https://www.riss.kr/link?id=A103857339

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      다국어 초록 (Multilingual Abstract)

      There are numerous points of comparison of the features of personality education in each country. South Korea pursues an educational purpose that values respect for the individual, personal liberty and and one's ability. In contrast, the North, with its basis of collectivism, is more likely to emphasize the consciousness of a group-structure devoted to the party, the revolution, and service to the nation and society. The formation of personality and the methods for such education in each country have contradictory aspects when compared. North Korea practices educational methods and content that are systematically coincident with the educational purposes of communism. South Korea has the characteristic of directing with a relatively free and voluntary method based on the principles of liberalism and individualism. In spite of these differences in early childhood education, a similarity between the two is that both put importance on the fundamental standards of life and moral character as the goal of school education. In the Education Law in South Korea, this is stated as love liberty and respect responsibility, the spirit of cooperation, affection, faith, and respect, and thrift and endeavor with carefulness. Also, fellowship, public morality, and detailed work are presented. In North Korea, these standards of morality are included as a part of communist morality. Even so, the detailed standards of morality include the general morality that is common with the South. As moral standards stated as general values, students are supposed to be taught to have respect for common property, to have courtesy and live with hygiene and culture, love the nation and people, put value on the people's tradition and inheritance, properly use desks and chairs, and frugally keep the economy and livelihood of the nation. Also, in the textbook of Communist Morality, courtesy to adults, respect for parents, and courtesy towards neighbors and friends are also emphasized as well in the South, and it shows that North Korea puts importance on general standards of morality.
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      There are numerous points of comparison of the features of personality education in each country. South Korea pursues an educational purpose that values respect for the individual, personal liberty and and one's ability. In contrast, the North, with i...

      There are numerous points of comparison of the features of personality education in each country. South Korea pursues an educational purpose that values respect for the individual, personal liberty and and one's ability. In contrast, the North, with its basis of collectivism, is more likely to emphasize the consciousness of a group-structure devoted to the party, the revolution, and service to the nation and society. The formation of personality and the methods for such education in each country have contradictory aspects when compared. North Korea practices educational methods and content that are systematically coincident with the educational purposes of communism. South Korea has the characteristic of directing with a relatively free and voluntary method based on the principles of liberalism and individualism. In spite of these differences in early childhood education, a similarity between the two is that both put importance on the fundamental standards of life and moral character as the goal of school education. In the Education Law in South Korea, this is stated as love liberty and respect responsibility, the spirit of cooperation, affection, faith, and respect, and thrift and endeavor with carefulness. Also, fellowship, public morality, and detailed work are presented. In North Korea, these standards of morality are included as a part of communist morality. Even so, the detailed standards of morality include the general morality that is common with the South. As moral standards stated as general values, students are supposed to be taught to have respect for common property, to have courtesy and live with hygiene and culture, love the nation and people, put value on the people's tradition and inheritance, properly use desks and chairs, and frugally keep the economy and livelihood of the nation. Also, in the textbook of Communist Morality, courtesy to adults, respect for parents, and courtesy towards neighbors and friends are also emphasized as well in the South, and it shows that North Korea puts importance on general standards of morality.

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      참고문헌 (Reference)

      1 Park, Y. H, "Values of teenagers and policy of politics in North Korea" Research Center of North Korea 1980

      2 Van De Ven, "Three rs of Administrative Behavior: Rational, Random, and Reasonable, In Organizational Theory and Public Policy" Sage Publications 1987

      3 Van De Ven, "Three rs of Administrative Behavior: Rational, Random, and Reasonable, In Organizational Theory and Public Policy" Sage Publications 1987

      4 Yoo, Y. O, "Theory of Korean peninsular Seoul" Daun Publishing 2013

      5 Department of Education, "The operation guide for the new educational processes in cultural high schools" Department of Education 1997

      6 Cho, J. Y, "The educational process of South and North Korea and the developing thesis of comparative and analytic textbook model" The Research Committee of Educational Process 1995

      7 Bureau of Statistics, "The comparison of economy and society in South and North Korea" the bureau of statistics 1999

      8 Board of National Unification, "The analysis of North Korean textbooks" Board of National Unification 1992

      9 Whitmont, E. C, "The Symbolic Quest" Harper Colophon 1969

      10 Turner, J. H, "The Structure of Sociological Theory" Dorsey 1978

      1 Park, Y. H, "Values of teenagers and policy of politics in North Korea" Research Center of North Korea 1980

      2 Van De Ven, "Three rs of Administrative Behavior: Rational, Random, and Reasonable, In Organizational Theory and Public Policy" Sage Publications 1987

      3 Van De Ven, "Three rs of Administrative Behavior: Rational, Random, and Reasonable, In Organizational Theory and Public Policy" Sage Publications 1987

      4 Yoo, Y. O, "Theory of Korean peninsular Seoul" Daun Publishing 2013

      5 Department of Education, "The operation guide for the new educational processes in cultural high schools" Department of Education 1997

      6 Cho, J. Y, "The educational process of South and North Korea and the developing thesis of comparative and analytic textbook model" The Research Committee of Educational Process 1995

      7 Bureau of Statistics, "The comparison of economy and society in South and North Korea" the bureau of statistics 1999

      8 Board of National Unification, "The analysis of North Korean textbooks" Board of National Unification 1992

      9 Whitmont, E. C, "The Symbolic Quest" Harper Colophon 1969

      10 Turner, J. H, "The Structure of Sociological Theory" Dorsey 1978

      11 Wilson, B. N, "The Role of Symbols in Forming the Public Policy of the War on Poverty" University of Michigan 1979

      12 Development Institute of Korean Education, "The North Korean education that I experienced" Development Institute of Korean Education 1994

      13 White, L. A, "The Concept of Culture" Burgess 1973

      14 Chae, J. M, "Teenagers in North Korea's thought on values and its effects on unification" Board of State Unification 1973

      15 Turner, B. A, "Sociological Aspects of Organizational Symbolism" 1986

      16 Van Manen, M, "Researching Lived Experience: Human Science for Action Sensitive Pedagogy" State University 1990

      17 Do, H. R, "Relationship between North and South Korea in the view of generations" Bukhan Hakbo 1985

      18 Wilson, V. A, "Qualitative Research, an Introduction : Purposes, Methodology, Criteria for Judgment, and a Rationale for Mixed Methodology" Eric Document 1998

      19 Rodong Sinmun, "Pyongyang, North Korea: Chosen Labor Party"

      20 Yoo, Y. O, "Psychological and social prospects to overcome the heterogeneity between South and North Korea" 7 : 1997

      21 Thomas, R. M, "Politics And Education" Pergamon Press 1983

      22 Jun, S. J, "Perspectives on humans as reflected in North Korean education" Dangjung-Sa 1997

      23 Han, S. J, "Personality and ideology education in South and North Korea" Jib Moon Dang Publishing 1998

      24 Walzer, M, "On the Role of Symbolism in Political Thought" 88 : 1967

      25 Choi, E. S, "North Korean Educational Policy" Koohak-Sa 1996

      26 Son, J. K, "North Korea theory" Hakmunsa 1996

      27 Cha, G. S, "Lives and futures of teenagers in North and South Korea" Korean Teenager Research Center 1994

      28 Park, Y. S, "Language policy and language education in North Korea" 31 (31): 28-40, 1991

      29 Urban, W, "Language And Reality" Macmillan 1951

      30 Urban, W, "Language And Reality" Macmillan 1951

      31 Shin, C. H, "Kindergarten Education. Pyongyang, North Korea: Teacher's College of Kim, Hyung Jick"

      32 Kim, J. H, "Experiences in child education" Chosen Labor Party 1986

      33 Kim, J. H, "Experience of child nursery cultivation" Social Scientific 1986

      34 Kim, J. H, "Educational scientific approach of humanism for the teaching profession : To stand as a teacher in Korea" Chingu Publishing 1991

      35 Korean Educational Public Administrative Institute, "Educational policy theory" Korean Educational Public Administrative Institute 1996

      36 Bureau of Statistics, "Comparison of economy and society in South and North Korea" Bureau of Statistics 1999

      37 Jung, S. G, "Comparative research of political education in North and South Korea: A focus on elementary school" Board of State Unification 1980

      38 Almond, G. A, "Comparative politics" Little, Brown and 1980

      39 Board of Education, "Common Education Department, In Teaching summary of sing and dance (upper level kindergarten)" Board of Education 1987

      40 Chosun Central News Agency, "Chosun central yearbook" Chosun Central News Agency 1976

      41 Korean Spirit and Culture Research Center, "Basic guidebook for citizen's spirit education" Korean Spirit and Culture Research Center 1983

      42 Tyler, R. W, "Basic Principles of Curriculum and Instruction" The University of Chicago Press 1974

      43 "Anti-Japanese sentiment in North Korea"

      44 Yoo, Y. O, "An introduction to North Korean theory" Hak Mun Sa 1997

      45 Williams, R. M, "American Society : A Sociological Interpretation" Knopf 1960

      46 Institute of Education Development, "A study on the methods of integration of North and South Korean school curricula" Institute of Education Development 1994

      47 Choi, D. S, "A comparative study of the educational systems and processes of North and South Korea" Hskmun-Sa 1994

      48 Cha, G. S, "A Study on the personality development of North Korean adolescents" Korean Teenager Research Center 1994

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2022 평가예정 재인증평가 신청대상 (재인증)
      2019-01-01 평가 등재학술지 선정 (계속평가) KCI등재
      2018-07-25 학회명변경 영문명 : The Korean Association For Patriots And Veterns Affairs Studies -> The Korean Association for Patriots and Veterans Affairs Studies KCI등재후보
      2018-07-23 학술지명변경 외국어명 : Joural of Patriots and Veterans Affairs in the Republic Korea -> Journal of Patriots and Veterans Affairs in the Republic of Korea KCI등재후보
      2018-01-01 평가 등재후보학술지 유지 (계속평가) KCI등재후보
      2017-01-01 평가 등재후보학술지 유지 (계속평가) KCI등재후보
      2016-01-01 평가 등재후보학술지 유지 (계속평가) KCI등재후보
      2015-01-01 평가 등재후보학술지 유지 (계속평가) KCI등재후보
      2013-01-01 평가 등재후보 1차 FAIL (등재후보1차) KCI등재후보
      2012-01-01 평가 등재후보학술지 유지 (기타) KCI등재후보
      2010-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.9 0.9 0.73
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.61 0.61 0.512 0.11
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