Core Values and Key Competencies of Peace Oriented Unification Education
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper discusses core values and competencies for curriculum design and implementation of unification education. Unification education to cultivate peace citizenship needs to be focused on values, competencies and skills for peace building. Starting points of unification education that cultivates peace citizenship are society members’ shared viewpoint of unification vision and core values on unification problem. Peace building as an aim of unification education calls for the transformation of the narrative of cultural beliefs, hostility, and the correction of social structural origins of violence. Key competencies of unification education presented here are composed of four categories. These are categories of knowledge, skills, ability, and reflection that are important for successful conflict management. And they include understanding and analyzing conflict, ability to understand and construct conflict management and resolution, ability to search, evaluate, use, and contribute knowledge related to research based on research, ability to position conflict management areas.The aim of education that fosters peace competencies is not to convey knowledge about the meaning, type and actual condition of conflict so that students can understand conflict properly but to understand peaceful conflict resolution skillsby exploring various examples of historical conflicts and exploring cases of peaceful conflicts at home and abroad and to practice such skills in school and real life as a democratic community.
Abstract
This paper discusses core values and competencies for curriculum design and implementation of unification education. Unification education to cultivate peace citizenship needs to be focused on values, competencies and skills for peace building. Starting points of unification education that cultivates peace citizenship are society members’ shared viewpoint of unification vision and core values on unification problem. Peace building as an aim of unification education calls for the transformation of the narrative of cultural beliefs, hostility, and the correction of social structural origins of violence. Key competencies of unification education presented here are composed of four categories. These are categories of knowledge, skills, ability, and reflection that are important for successful conflict management. And they include understanding and analyzing conflict, ability to understand and construct conflict management and resolution, ability to search, evaluate, use, and contribute knowledge related to research based on research, ability to position conflict management areas.The aim of education that fosters peace competencies is not to convey knowledge about the meaning, type and actual condition of conflict so that students can understand conflict properly but to understand peaceful conflict resolution skillsby exploring various examples of historical conflicts and exploring cases of peaceful conflicts at home and abroad and to practice such skills in school and real life as a democratic community.
참고문헌 (34)
- Berger, P. L., "To empower People" (1977), American Enterprise Institute for Public Policy Research
- Bennett, C, "Comprehensive Multicultural Education" (2007), Pearson Allyn and Bacon
- A study on Future Youth Generation social integration consciousness and School social integration education of school, "Cho Il Soo", National Integration Committee, ~ (2015)
- Harris, I. M., "Peace Education-Education for future, Vision for world" (2011), Orum
- Meyer-Abich, "Struggle for Nature" (2001), Doyosae
- MINISTRY OF EDUCATION, "Elementary, Middle, and High School Curriculum" (2015), General Guideline
- MINISTRY OF EDUCATION, "Moral Education Curriculum" (2015)
- MINISTRY OF UNIFICATION, "Institute for Unification Education, Perspective and method of peace and unification education", ~ (2018)
- Robinson, K, "School Revolution for changing children’s future" (2015), 21 Century Books
- Development and application of Key Competency model, "Spencer, L. M.", PSI Consulting, ~ (1998)
- UNESCO, "Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy", UNESCO, ~ (1995)
- UNESCO, "International Bureau of Education, Developing Key Competencies in Education", UNESCO, ~ (2004)
- Agnihorti, S., "Critical Reflection on the Role of Education as a Catalyst of Peace-building and Peaceful Coexistence", Universal Journal of Educational Research, 5(6), pp.911~917 (2017)
- Bar-Tal, D., "Peace Education in Societies Involved in Intractable Conflicts: Direct and Indirect Models", Review of Educational Research, 79(2), pp.557~575 (2009)
- Bickmore, K., "Foundations for peacebuilding and discursive peacekeeping: infusion and exclusion of conflict in Canadian public school curricula", Journal of Peace Education, 9(2), pp.161~181 (2005)
- 변종헌, "청소년의 통일의식과 학교 통일교육의 진화", 윤리교육연구, (29), pp.165~186 (2012), 한국윤리교육학회
- 차문석, "힐링(healing)으로서의 통일교육: 분단의 비극과 상처의 치유", 통일문제연구, 28(2), pp.221~257 (2016), 평화문제연구소
- Danesh, H. B., "Towards an integrative theory of peace education", Journal of Peace Education, 3(1), pp.55~78 (2006)
- Editors of Unified Korea, "Overcoming an existing paradigm to contain new values", Unified Korea, 34~35
- Gas, M., "Play for Peace as a Violence Prevention Model: Achieving Voluntad y Conviencia", Journal of Experiential Education, 39(4), pp.417~421 (2016)
- Kang Soon Won, "Peace by peace, Birth of EUM", Unified Korea, 50~51 (2015)
- Kang Soon Won, "peer mediation activities, be in agony peaceful conflict resolution", Unified Korea, 50~51 (2015)
- Kang Soon Won, "Corrymeela, win-win Peace Learning community", Unified Korea, 58~59 (2015)
- Kang Soon Won, "North Ireland, open future unification education for divided Korea", Unified Korea, 56~57 (2016)
- 김국현, "A Study on Unification Education for Peace Building in Moral Education", 倫理硏究, 1(110), pp.23~44 (2016), 한국윤리학회[DOI]
- Kim, Kuk Hyeon, "A Study on peace thoughts and peace education of Korean Confucians", Journal of Ethics, 43, pp.185~206 (2000)
- 김국현, "도덕과 국가정체성교육의 시대별 내용 분석과 교육 과제", 도덕윤리과교육, (44), pp.43~72 (2014), 한국도덕윤리과교육학회
- 이찬수, "평화 개념의 해체와 재구성: 평화다원주의의 정립을 위하여", 평화와 종교, (1), pp.15~42 (2016), 한국평화종교학회
- Michael, G., "Play for Peace as a Violence Prevention Model: Achieving Voluntad y Conviencia", Journal of Experiential Education, 39(4), pp.412~426 (2016)
- Posner, G. J., "A Categorization Scheme for Principles of Sequencing Content", Review of Educational Research, 46(4), pp.665~690 (1976)
- Standish, K., "Looking for peace in national curriculum: the PECA Project in New Zealand", Journal of Peace Education, 13(1), pp.18~40 (2015)
- Stepheson, C. M., "Elise Boulding and peace eucation: theory, practice, and Quaker faith", Journal of Peace Education, 9(2), pp.115~126 (2012)
- Steward, R. J., "The Ties That Bind: Effective Racial", Ethnic Minority Communities as Models of Peaceful Coexistence, 1993, ~
- Windmueller, J., "Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education", International Review of Education, 55(2), pp.285~301 (2009)