CRISIS of KOREAN Education, School Violence: How Should It Be Treated?

Abstract

School violence has been considered as a social problem since 2000 in Korea. Various efforts has been tried to solve it. But recent aspects of school violence request basic discussion about how to treat school violence in Kore-an education. The age of school violence victimization is lowering(lower age of victims). Second, school violence is prevalent in daily life. Third, school violence is being made in a form of group(grouping of perpetrators). Fourth, school violence occurs certain students intensively and victimization of it is very serious(seriousness of the dam-age). Fifth, emotional, relational violence, and violence in cyber are increasing(new types). Responding to school violence in Korea was mainly focused on ‘external intervention’ for solving it such as making the law, operating counseling service program, and educating teachers at the national level. But this ap-proach has limitation to bring the change of internal members and consider the context of school violence in Ko-rea. So this article is suggesting an idea to reduce school violence in substance. For this purpose, effective elements of anti-school violence programs were explored through literature review. And perspective on school violence that is reflected various efforts in Korea was checked in terms of effectiveness. As a result, Project-Based Learning(PBL) program that is focused on internal participation is suggested for pre-venting school violence. PBL is defined as a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. In the context of Korea, PBL program can be a promising alternative for preventing school violence in many ways. First, it reflects new approach on school violence that is focused on ‘pre-venting’ not solving and ‘internal change’ not external intervention. PBL program is designed main activity by student participation. It can make building of environment for preventing school violence possible by target stakeholder, students. Second, it is effective in terms of feasibility and continuity in Korean school. PBL can be designed from brief projects of one to two weeks based on a single subject in one classroom to yearlong, interdis-ciplinary project that involve community participation and adults outside the school. Due to this feature, PBL pro-gram can be implemented variously in regular curriculum not extracurricular. Third, it reflects elements of effective anti-school violence programs such as whole-school interventions, duration, intensity, and climate of anti-school violence. Therefore it is needed additional research to develop concrete PBL programs implemented to school for preventing school violence.