Early Development and Insung Education
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Personality development and Insung education in early childhood can be seen as the cornerstone of lifelong learning, and as such constitutes a significant field of study. This study examines the state and problems of recent early childhood Insung education in Korea, and seeks to identify desirable directions for early childhood Insung education through educational ideologies that impact Insung education’s purpose, contents, as well as the review and analysis of methods employed. The research results can be delineated as follows: first, Korean Confucian ideas which have influenced Korean education and Insung education directly and indirectly for 600 years are still exerting a considerable influence on early childhood Insung education in the present Korean society in the form of filial piety between generations, between sexes, and between people of different ages; second, the features and contents of early childhood Insung education are emphasized in everyday life and interactions between people, disseminated in formal learning contexts and manifested in people’s feelings, social arrangements, morality and ethics; third, as critics of established, traditional early childhood Insung education point out, educators must seek an integrated approach rather than the old opposing dual perspectives of knowledge and application; fourth, early childhood Insung education needs to consider and uphold the core values if society while enriching educational contents to pave the way for the development of a solidly grounded, ever improving society.
Abstract
Personality development and Insung education in early childhood can be seen as the cornerstone of lifelong learning, and as such constitutes a significant field of study. This study examines the state and problems of recent early childhood Insung education in Korea, and seeks to identify desirable directions for early childhood Insung education through educational ideologies that impact Insung education’s purpose, contents, as well as the review and analysis of methods employed. The research results can be delineated as follows: first, Korean Confucian ideas which have influenced Korean education and Insung education directly and indirectly for 600 years are still exerting a considerable influence on early childhood Insung education in the present Korean society in the form of filial piety between generations, between sexes, and between people of different ages; second, the features and contents of early childhood Insung education are emphasized in everyday life and interactions between people, disseminated in formal learning contexts and manifested in people’s feelings, social arrangements, morality and ethics; third, as critics of established, traditional early childhood Insung education point out, educators must seek an integrated approach rather than the old opposing dual perspectives of knowledge and application; fourth, early childhood Insung education needs to consider and uphold the core values if society while enriching educational contents to pave the way for the development of a solidly grounded, ever improving society.
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