Pub Date : 2023-06-30DOI: 10.59135/kare.2023.20.1.47
Jiyoon Jung
This paper is a basic study to establish a new perspective on the United States. I studied the implications of the U.S. policy on the Korean Peninsula for unification education. Of course, the United States will not oppose unification if a unified Korea in the future becomes a pro-American country under the influence of the United States. However, at present, we can see that the United States has no will to pay attention to peace and reunification on the Korean Peninsula as it is preoccupied with containing the rising China. The Korea’s national interests and the U.S. national interests are sure to be completely different. So it’s time for us to think deeply on whether we should unconditionally comply with the U.S. demands and pressures. Therefore, I argue that the contents of our subjective efforts must be included in the unification education policy. I do not think we should unconditionally follow the States’ strategy that pursue its national interests because we have comparatively little power or because the United States is an ally. If we do so, inter-Korean reconciliation would be getting difficult, and unification inevitably be far away. This is one that the new unification education policy includes. In other words, we should dissolve the inter-Korean relations and create a peaceful atmosphere on the Korean Peninsula. Based on this, we are obliged to create a peace community here. These contents must be included in unification education. However, in order to reduce unnecessary controversy, the new perspective on America in the unification education should be based on facts, not ideological biases.
{"title":"A Basic Study on the Establishment of a New Perspective on the United States for Unification Education: Focusing on the U.S. policy on the Korean Peninsula","authors":"Jiyoon Jung","doi":"10.59135/kare.2023.20.1.47","DOIUrl":"https://doi.org/10.59135/kare.2023.20.1.47","url":null,"abstract":"This paper is a basic study to establish a new perspective on the United States. I studied the implications of the U.S. policy on the Korean Peninsula for unification education. Of course, the United States will not oppose unification if a unified Korea in the future becomes a pro-American country under the influence of the United States. However, at present, we can see that the United States has no will to pay attention to peace and reunification on the Korean Peninsula as it is preoccupied with containing the rising China. The Korea’s national interests and the U.S. national interests are sure to be completely different. So it’s time for us to think deeply on whether we should unconditionally comply with the U.S. demands and pressures. Therefore, I argue that the contents of our subjective efforts must be included in the unification education policy. I do not think we should unconditionally follow the States’ strategy that pursue its national interests because we have comparatively little power or because the United States is an ally. If we do so, inter-Korean reconciliation would be getting difficult, and unification inevitably be far away. This is one that the new unification education policy includes. In other words, we should dissolve the inter-Korean relations and create a peaceful atmosphere on the Korean Peninsula. Based on this, we are obliged to create a peace community here. These contents must be included in unification education. However, in order to reduce unnecessary controversy, the new perspective on America in the unification education should be based on facts, not ideological biases.","PeriodicalId":212703,"journal":{"name":"Korean Association for Reunification Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116939462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.59135/kare.2023.20.1.135
Heuijeong Kim
This study analyzes the socialization of fear emotion in North Korea according to the attachment theory, paying attention to the fact that North Korean residents form attachments to their ‘parently leader’. To this end, we searched North Korean literature and conducted content analysis along with review of related theories. The results of the study are as follows. First, the North Korean media does not deal with the feelings of fear among North Korean groups at all. Fear is an emotion that appears only in enemies, failed socialist countries, and capitalist countries. Second, the North Korean media sensitively deals with the fear of out-of-groups according to the situation abroad, indirectly exposing them to the residents, and reinforcing secondary emotions that have converted fear into hatred and aggression. Third, North Korean education emphasizes emotional organization, a psychological process that organizes emotions, and through this, emotional socialization. This study enhances the understanding of North Korean society and people’s emotions by examining the characteristics of socialization of fear emotions in North Korean society based on the attachment theory.
{"title":"A Study on Socialization of Fear Emotion in North Korea: Based on Attachment Theory","authors":"Heuijeong Kim","doi":"10.59135/kare.2023.20.1.135","DOIUrl":"https://doi.org/10.59135/kare.2023.20.1.135","url":null,"abstract":"This study analyzes the socialization of fear emotion in North Korea according to the attachment theory, paying attention to the fact that North Korean residents form attachments to their ‘parently leader’. To this end, we searched North Korean literature and conducted content analysis along with review of related theories. The results of the study are as follows. First, the North Korean media does not deal with the feelings of fear among North Korean groups at all. Fear is an emotion that appears only in enemies, failed socialist countries, and capitalist countries. Second, the North Korean media sensitively deals with the fear of out-of-groups according to the situation abroad, indirectly exposing them to the residents, and reinforcing secondary emotions that have converted fear into hatred and aggression. Third, North Korean education emphasizes emotional organization, a psychological process that organizes emotions, and through this, emotional socialization. This study enhances the understanding of North Korean society and people’s emotions by examining the characteristics of socialization of fear emotions in North Korean society based on the attachment theory.","PeriodicalId":212703,"journal":{"name":"Korean Association for Reunification Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125430861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.59135/kare.2023.20.1.81
J. Kang
This article compares the national identity education of the recent high school history textbooks in the two Koreas. The 21st two Koreas’ high school history textbooks have held national identity education from the viewpoint of the primordial formation and perennial development of nation. South Korea has tried to overcome its exclusive national identity education through the 2015 curriculum revision but is still understanding nation based upon the notions of the bloodline and ethnicity. Similarly, North Korea has politically utilized the bloodline-centered notion of nation through fusing the notion of the Dangun nation into the Jeche idea since the 2013 curriculum revision. Through comparative analysis of Korean history from ancient history to modern history, this article examines the primordial and perennial discourse of nation in the two Koreas’ high school history textbooks.
{"title":"The National Identity Education of the 21st Century Two Koreas’ High School History Textbooks: From Ancient History to Modern History","authors":"J. Kang","doi":"10.59135/kare.2023.20.1.81","DOIUrl":"https://doi.org/10.59135/kare.2023.20.1.81","url":null,"abstract":"This article compares the national identity education of the recent high school history textbooks in the two Koreas. The 21st two Koreas’ high school history textbooks have held national identity education from the viewpoint of the primordial formation and perennial development of nation. South Korea has tried to overcome its exclusive national identity education through the 2015 curriculum revision but is still understanding nation based upon the notions of the bloodline and ethnicity. Similarly, North Korea has politically utilized the bloodline-centered notion of nation through fusing the notion of the Dangun nation into the Jeche idea since the 2013 curriculum revision. Through comparative analysis of Korean history from ancient history to modern history, this article examines the primordial and perennial discourse of nation in the two Koreas’ high school history textbooks.","PeriodicalId":212703,"journal":{"name":"Korean Association for Reunification Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115432419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.59135/kare.2023.20.1.5
B. Kim
This study explored the space for unification education in high schools and presented a model of a teaching and learning program in which students can take the lead. To this end, this study analyzed the implementation space of unification education in high schools by reviewing the curriculum and explored the applicability of unification education to the School self-directed Curriculum according to the Flexible Curriculum. The study revealed the need for a constructivist approach and a competencies-building-centered approach as principles for organizing teaching and learning programs, and examined the meaning of inter-Korean trade as a topic applicable to the class load flexibility program. Based on these discussions, the specific contents of a Flexible Curriculum for inter-Korean trade were proposed. The program was developed with a focus on the following points. First, by focusing on trade in the history of inter-Korean relations, the inquiry was based on historical facts, allowing students to see that inter-Korean relations are closely related to their lives. Second, students were encouraged to understand their own region and explore the North Korean region as an exchange destination to explore a model of exchange and cooperation. Third, the program was designed as a project learning centered on student participation. As the lesson unfolds based on open-ended questions, students are encouraged to create a collaborative project plan that reflects their interests.
{"title":"Development of a Unification Education program that will be applied to the Flexible Curriculum in high schools －focusing on inter-Korean trade","authors":"B. Kim","doi":"10.59135/kare.2023.20.1.5","DOIUrl":"https://doi.org/10.59135/kare.2023.20.1.5","url":null,"abstract":"This study explored the space for unification education in high schools and presented a model of a teaching and learning program in which students can take the lead. To this end, this study analyzed the implementation space of unification education in high schools by reviewing the curriculum and explored the applicability of unification education to the School self-directed Curriculum according to the Flexible Curriculum. The study revealed the need for a constructivist approach and a competencies-building-centered approach as principles for organizing teaching and learning programs, and examined the meaning of inter-Korean trade as a topic applicable to the class load flexibility program. Based on these discussions, the specific contents of a Flexible Curriculum for inter-Korean trade were proposed. The program was developed with a focus on the following points. First, by focusing on trade in the history of inter-Korean relations, the inquiry was based on historical facts, allowing students to see that inter-Korean relations are closely related to their lives. Second, students were encouraged to understand their own region and explore the North Korean region as an exchange destination to explore a model of exchange and cooperation. Third, the program was designed as a project learning centered on student participation. As the lesson unfolds based on open-ended questions, students are encouraged to create a collaborative project plan that reflects their interests.","PeriodicalId":212703,"journal":{"name":"Korean Association for Reunification Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123701475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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