Korean Education

The American treatment of Korean history has undergone dramatic changes, beginning with the dispatch of Protestant missionaries in the 1870’s, through the Cold War, and up to today. Over the past 130-plus years, American historians of Korea have emphasized the complex interplay and influence of nationalism, modernization, and ideology in Korean historiography. Until very recently, histories of Korea produced in the United States sought largely to frame events on the peninsula as manifestations of larger global themes and trends. Unlike Korean historians in Korea, U.S. historians of Korea have been reluctant to frame their accounts as descriptive of a unique or extra-special narrative of Korean-ness. This is understandable; but, at the same time, it is worth considering whether U.S. historians of Korea may have something to learn from their Korean counterparts today. This paper will provide an overview of the historiography of Korea in the United States, past and present, and offer suggestions for the next era of Korean historical studies. As the intent is to provide a brief “overview,” this paper will discuss a handful of English-language histories of Korea that are well-known examples of U.S. historiography at different points in time.

• 자자 안디 데이시 합사리 • 교수 김민영 교수님 • 광재 영어권 한국어 교육론 (01) • 주제어 한국어 주어, 주어 주출문, 주어 생략, 영어권 학습자, 발음 평기 • 소장기관 사이버한국외국어대학교 • 출판 년 2018 • 초록 (Abstract) The purpose of this study is to analyze errors in the Korean language sentences of English-speaking learner. For foreigners, usually those who study non-English language want to be able to have a quick conversation or conversation, compared to understanding grammar first. However, to learn a language better, the main thing to do is to need accuracy at the beginning of learning. learning can be done through the introduction of Hangul letters, differences in the alphabet of Korean and English, correct reading and pronunciation of each language, selection of teaching materials that use 5 five senses or can be explained through reading, listening, speaking and writing. Error studies for korean learn korean can usually be found through the passages not memorized the Hanguel alphabet itself because the vowel and consonant alphabet. Then choosing what teaching methods should be used, as well as learning places that fit your needs. 교수 방법 Watson (1942), Thorndike (1932)와 Swinner (1357)에 의해 주장되 행동주의 이론에 따르면, 외국어 학습에 있어서의 주된 장에는 전에 작고 있는 직식으로부터의 간섭 (interference)이다. 여기서의 초점은 모국어 습관이 이미 존재하기 때문에 이것이 외국어를 학습할때 도아주거나 방해한다는 것이다. 다시 말해, 언어 간의 두 패턴이 동릴한다면 학습은 모국어 패턴여 긍정적 전이

Cardinal  John  Henry  Newman’s Idea of a University remains a truly profound and inspirational text that resonates down from its first publication in the  Nineteenth  Century  to  the  present  day.  It  should  be  acknowledged  as one of the greatest treatments of this crucial subject: the nature and purpose of  Higher  Education.  Our  modest  aim  is  to  articulate  a  brief  argument  that draws  out  Newman’s  extraordinarily  valuable  legacy  for  us  as  modern  university educators in the Christian tradition here in East Asia. The article focuses on an exploration of the vital emphasis of Newman on a truly holistic community  of  learning,  which  he  had  first  encountered  in  his  College  at Oxford University. This vision of the University as built upon its Professors’ vocation  of  pastoral  responsibility  towards  our  students  can  be  seen  as  in-forming  the  founding  mission  of  Underwood  International  College as a Liberal Arts institution and the new Residential College system  that  have been  established  at  Yonsei  University.  The  detailed  historical discussion  of Newman’s  arguments  thus  aims  to  highlight  their  continued  contemporary relevance. The article considers how we can apply to today’s Christian University  and  the  increasingly  multicultural  and  global  Korean society in which it is embedded Newman’s great and insightful vision of our mission as educators to seek and proclaim Truth. Key Words: Liberal Arts, Truth, Newman, Oxford, Yonsei University Underwood International College.
존 헨리 뉴먼 추기경의 통찰력 있는 저서 󰡔대학의 이념󰡕은 처음 출간되었
던 19세기부터 오늘날에 이르기까지 우리에게 많은 교훈을 주고 있다. 뉴먼
의 󰡔대학의 이념󰡕은 고등교육의 목적과 본질이라는 주제를 다루는 가장 훌
륭한 저서 중 하나로 인정받아 마땅하다. 대신 본 연구의 소박한 목적은
어떻게 뉴먼의 위대한 업적이 오늘날 동아시아에서 활약하고 있는 기독교
전통의 대학교육기관과 그 교육자들에게 영향을 미쳤는지를 풀어내고자 한
다. 본고는 뉴먼이 옥스퍼드 대학에서 처음 접한 이래 줄곧 강조해온 전인적
학문의 공동체라는 교육 사상을 약술하는 데 그 초점을 두고 있다. 뉴먼이
추구했던 대학의 이념과 그것이 근간으로 삼고 있는 교수들의 목회적 책임
에 대한 소명은 연세대학교가 설립한 언더우드국제대학의 사명인 인문학
중심의 교육과 기숙형 대학 시스템을 이해하는 데에도 유익하다. 뉴먼의
사상이 갖는 그 역사적 중요성에 대한 논의는 현대에도 뉴먼의 주장이 유의
미하다는 것을 재확인시켜 준다. 마지막으로 본 연구는 점차 글로벌해지는
다문화적 한국사회에서 뉴먼의 위대하고 통찰력 있는 사상을 어떻게 적용할
것이며, 진리를 추구하고 표명하는 교육자들의 사명과 그 목표에 도달하는
과정에서 그가 우리에게 던지는 시사점을 정리한다.
주제어: 인문학, 진리, 뉴먼, 옥스퍼드 대학교, 연세대학교, 언더우드국제
대학교

The article assesses the education reforms in four countries: Brazil, South Africa, South Korea, and Spain. The main objective of the comparison is to identify the elements of the reforms that led to different educational performances. By taking South Korea as a model of successful education reform, the comparative analysis shows that the educational reforms in Brazil, South Africa, and Spain have set these countries aside from the path toward high-performing educational systems. In these countries, differently from South Korea, decentralizing education reforms have been dominated by conflict over the distribution of fiscal and administrative resources.

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
http://quizlet.com/42556891/4-4-flash-cards/

Khan Valeriy(University of Kansas)
Nam Victor(Tashkent University)
The History of Korean education in Uzbekistan // The Korean Journal of Multicultural and Diaspora Studies. 2014. Vol. 5, pp. 111-130.

The article consists of two parts. The first deals with the history of Korean education in Uzbekistan on the basis of historical sources’ study. This history has a fluctuating and sometimes dramatic character. Korean educational institutions and
teaching of Korean language experienced both the pages of oblivion and revival.
The second part is based on the results of field research in the places of Korean language’s studies (universities, schools, courses, circles, etc.) in 2013. In the research the survey and interviews have been used. The subject of the research were such issues as motivation to learn Korean language, level and
effectiveness of teaching, mastering of Korean language by representatives of different ethnic groups, quality of the textbooks and existing problems.

Key words: deportation, Uzbekistan, teaching of Korean language.

Evidence suggests that teacher quality is an important attribute affecting student achievement. This research examines whether a 6-month English teacher training professional development program can facilitate improvement in Korean elementary school teachers’ English language proficiency, pedagogic practices and the learning outcomes of students studying English.

Research reveals that due to the enormous pressure for academic achievement, teachers’ focus has been predominantly on grammar and indirect English receptive skills for high-stakes testing. Korea’s Ministry of Education has attempted to move away from a grammar and test-centred curriculum to communicative language teaching, but with little effect. Teachers’ own language proficiency and confidence in English language use, plus the impact of teachers’ personal schooling experiences and pre-service training still influence English teaching. Although teachers express a commitment to facilitating communicative ability, there has been much hindrance towards incorporating more student-centred and task-based teaching and English use in class.

Concurrent, descriptive quantitative and qualitative research methods were used to measure the effects of the professional development program. The quantitative data include pre- and post-course achievement scores through entrance and exit IELTS tests plus entrance and exit practicum scores. Semi-structured, self-completion questionnaires asked teachers about their experiences in English teaching before and after the IETTP. Interviews were also employed for richer personal data.

The data reveal that a professional development course can positively impact elementary school teachers’:
1) Language proficiency levels, especially speaking
2) Confidence in language use and instruction
3) Pedagogic beliefs and practices

A professional development program’s scope in transforming the classroom practices of teachers and improving the learning outcomes of students studying English is still very much influenced by:
i) A long history of high-stakes-testing and a grammar- and teacher-centred learning approach
ii) A lack of support and discourse between staff and principals who do not employ the most competent teachers for English instruction
iii) Extra-curricular tuition which has created enormous gaps between students’ English levels and teachers’ inability to group students accordingly
iv) Students’ own learning experiences, especially learning English in Korean

A versengés életünk minden területén megjelenik, s folyamatos a társainkkal való folyamatos összehasonlításra, majd célokért való hajtásra készet. A versengés és az együttműködés nem egymást kizáró tényezők, mint azt sokáig gondolták, s nem is társíthatók egyértelműen az individualista vagy a kollektivista társadalmakhoz. Mindkét jelenség megtalálható az egyes csoportokban, csak erősségük, jelenlétük mértéke különbözik. A nyugati és keleti versengés egyik legfőbb különbsége, hogy nyugaton sokkal gyakrabban negatív jelentése van a szónak, mivel a sikert legtöbben csak egymás kárán keresztül értelmezik. Keleten a versengés együttműködő tud lenni, azt a csoport fejlődésére tudják felhasználni.
Az individualizmus és a kollektivizmus jelene sokban különbözik a könyvekben leírtaktól, hiszen egymás behatásai miatt a társadalomban megvalósuló elvek már nem „tisztán” az eredetiek, hanem kicsit harmonizált individualizmus és egyéniesített és kapitalizált kollektivizmus az, amiben ma élünk.

In recent years, the notion of “tiger mother” has been popularized since Amy Chua’s publication of her memoir, Battle Hymn of the Tiger Mother (2011). This notion is allegedly representative of “Chinese” mothering that produces “stereotypically successful kids” (ibid., p.3). No wonder, the characteristics of the tiger mother revolve around strict disciplining and pressuring of children to excel academically based on her assumption that children “owe everything” to her and that she knows “what is best for [the] children” (ibid., p.53). Chinese mothering is based roughly on Confucian mothering—a traditional mothering style originating from Confucian East Asia. Given the intense debate that has been generated by this popular book, it seems timely to theorize about what Confucian mothering involves, which has been largely neglected by Confucians themselves or contemporary feminists.
This chapter attempts to start a conversation on this very important topic and explores the idea of Confucian mothering as follows: In sections II and III, I examine exemplary mothers in Confucian East Asia of the past in order to derive a preliminary idea of Confucian mothering. In order to consider whether Confucian mothering is conducive to promoting the Confucian ideal, I first identify the Confucian ideal in section IV by providing a plausible conception of Confucianism as a universal philosophical system. In section V, I elaborate on how Confucian mothering in its goal and style has been conducive to enabling male children to realize the Confucian ideal. Yet these historical instances of Confucian mothering cannot be incorporated into the universal Confucian philosophical system because Confucian mothers themselves were prevented from realizing the Confucian ideal. I therefore argue in section VI for a reconceptualization of Confucian mothering consistent with Confucianism as a universal philosophical system. Reconceptualized in this way, I show in section VII the ways in which Confucian mothering is distinct from tiger mothering and argue that tiger mothering is morally unjustifiable. Finally, I conclude by examining why Confucian mothering is relevant even for contemporary American parents in the 21st century.

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
https://quizlet.com/42552613/4-10-flash-cards/

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
http://quizlet.com/42557043/4-5-flash-cards/

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
https://quizlet.com/42554054/4-13-flash-cards/

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared: http://quizlet.com/42556713/4-3-flash-cards/

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
https://quizlet.com/42554511/4-14-flash-cards/

The South Korean government has enacted a series of policy initiatives to recruit more foreign students as a means of generating more income for the country’s universities. These internationalisation policies are a direct response to the phenomenon of global competition that is currently reshaping higher education. The case of South Korea is indicative of what is happening throughout Asia, where competition for student markets has become more pronounced as Asian universities devise incentives and mechanisms for enhancing the inflow of foreign students. By understanding how internationalisation policies arise out of the socio-economic realities of South Korea and create contentious issues in Korean higher education, we will better understand not only the globalisation process in South Korea but also how Korean higher education connects to the larger debates surrounding globalisation.

What is it like to be a native English speaker teacher (NEST) in Korean schools? Join me on an experiential journey that is best described as “shocking,” “eye-opening,” “disheartening,” and yet “inspiring.” Using research as voice, this book provides readers with phenomenological insight into the lived realities of those who are esteemed as the possessors of a highly-prized language and yet paradoxically devalued in Korean society as raciocultural others. The differential treatment NESTs receive is of such that their experiences should not be taken lightly, trivialized, or dismissed. This book has thus been written to provide a composite description of the phenomenon of student misbehavior in South Korean classrooms from the perspective of NESTs’ lived experience. The knowledge generated from this book may be used to (a) extend critical discourse on student misbehavior, (b) illuminate prevailing societal norms and values that inhibit Korea’s present transition into a multicultural society, and (c) reform a system of education whose recruitment policies contribute to a deprofessionalization of the English language teaching field. By exposing a social ill in such a way that ultimately leads to healing, Unmasked compels us to believe that change is possible.

These notes are adapted from the book of King Sejong Institute. It contains:
- Dialogs
- Vocabulary words
- Grammar rules
Vocabulary words can be learnt with Quizlet App that I have shared:
https://quizlet.com/42553764/4-12-flash-cards/

Libro de texto para la asignatura de conversación en español, nivel A2-B1.

Textbook for the subject "Conversation in Spanish", level A2-B1.

Project run by the Korean Ministry of Education to renovate the manuals for the preparation towards the university entrance exams.

This paper analyzed the articulation of Korean Language subject Textbooks between the 6th grade(primary school) and 7th grade(middle school). Articulation is a vertical connectedness between the school. Middle school textbooks were authorized textbooks. So, we chose five much used textbook series for middle school. The criteria of analysis were textbook system, contents, and text materials. As a results, the degree of articulation is fairly good on the whole. Nevertheless a few parts were needed to improve. The presentation of the learning objectives were not so good connected. As text materials, most of (about 80 percents) the 7th grade informational text were 5th~6th grade level as readability formula scores, and much of (about 33 percents)  the 6th grade texts were 7th grade level. It means that 7th grade texts were easy for the grade level, so called ‘retreat phenomenon’. The quantity of graphics texts should be reduced in 7th compared with 6th grade.

Key words：articulation, Korean Language subject, textbook, primary, middle, materials, text, readability

This paper attempts to explore the governance of public higher education in Cambodia and South Korea, at both the system and institutional levels. At the system level, it looks into the state structure (i.e. competencies of key state and non-state institutions) that has a stake to play in public higher education governance. This is followed by the examination of institutional level governance with a focus on the working of the three key institutional actors: the governing board, the executive, and the academic board as well as the issues of financial management, personnel management, and academic affair and freedom.

Kondisi sosial masyarakat masa kini masih sama dengan kondisi pada aliran Romanika. Masyarakat saling bersaing mendirikan gereja/katedral di tiap kota, dengan kesan yang tinggi. Nama Gotik merupakan ejekan yang ditujukan kepada orang-orang Goth. Orang-orang Goth merupakan masyarakat barbar. Julukan  ini digunakan oleh orang Renaissance untuk meremehkan kegagalan ahli bangunan gaya Gotik dalam mengikuti mutu klasik zaman Yunani dan Romawi. Gaya Gotik berkembang di Prancis sekitar abad 13 hingga 16. Ciri-cirinya adalah atap berbentuk setengah lingkaran, jendela dan pintu berbentuk tudung sehingga mempunyai kuncup seperti bawang. Gaya ini merupakan gaya yang berkembang selama periode Abad Pertengahan. Gaya ini berevolusi dari gaya Romanesque ke gaya  Renaissance. Gaya Gotik dimulai pada abad ke-12 sampai abad ke-16 di Perancis, sehingga gaya ini dikenal sebagai “Opus Francigenum” atau gaya Perancis. Gaya gotik telah diterapkan pada sebagian besar bangunan katedral, biara dan paroki gereja-gereja di Eropa. Gaya  Gotik juga diterapkan pada bangunan kastil, istana, balai kota, balai serikat, universitas terkemuka dan rumah pribadi. Gaya gotik memiliki karakter kuat dan mampu menarik emosi sehingga masyarakat menganggapnya sebagai karya seni yang tak ternilai dan UNESCO mencatatnya sebagai situs warisan dunia.