Pub Date : 2023-04-30DOI: 10.26894/kdge.2023.28.1.1
D. Ko, S. Cho
This study aims to critically analyze ‘student agency’ which is presented as a key competency in future education, through the lenses of Han’s ‘Burnout Society’ and Foucault’s governmentality. Student agency is an ability for students to act independently in and out of school. However, although discourses on student agency become crucial for future education, reflective or critical approach to the concept is scarcely found. If most researchers simply try to utilize the concept for future education without any critical reflection, pathological issues in education (e.g., student depression) would remain unsolved. Foucault’s concept of governmentality helps more comprehensive understanding along with Han’s argument. Governmentality is a systematic social mechanism that activates power by controlling minds of individuals. In neoliberalism, governmentality deceives individuals by making them to orientate themselves towards ‘freedom to be normal.’ With Foucault’s idea, Han’s concept of self-exploitation is interpreted as an exploitation by formless power structure. For this concept, it is remarkable that power gradually hides its appearance and blurs a boundary between a subject and the power structure. Student agency discourse, however, tends to be insufficient with the reflection of a relationship between learners and power structure focusing only on methodological aspects by highlighting student agency as a solution for future education. The issues which may be occurred by this are as follows. First, this may repeat the argument of pedagogy in the Enlightenment era by supporting students’ autonomy and rationality. Second, the uncertainty of future could belittle a discourse on the role and duty of education. Third, student agency can be misunderstood as a panacea for future education when it is interpreted as a competency in lifelong learning.
{"title":"A Critical Approach to Student Agency Discourse: Focusing on ‘Burnout Society’ and the Concept of Governmentality","authors":"D. Ko, S. Cho","doi":"10.26894/kdge.2023.28.1.1","DOIUrl":"https://doi.org/10.26894/kdge.2023.28.1.1","url":null,"abstract":"This study aims to critically analyze ‘student agency’ which is presented as a key competency in future education, through the lenses of Han’s ‘Burnout Society’ and Foucault’s governmentality. Student agency is an ability for students to act independently in and out of school. However, although discourses on student agency become crucial for future education, reflective or critical approach to the concept is scarcely found. If most researchers simply try to utilize the concept for future education without any critical reflection, pathological issues in education (e.g., student depression) would remain unsolved. Foucault’s concept of governmentality helps more comprehensive understanding along with Han’s argument. Governmentality is a systematic social mechanism that activates power by controlling minds of individuals. In neoliberalism, governmentality deceives individuals by making them to orientate themselves towards ‘freedom to be normal.’ With Foucault’s idea, Han’s concept of self-exploitation is interpreted as an exploitation by formless power structure. For this concept, it is remarkable that power gradually hides its appearance and blurs a boundary between a subject and the power structure. Student agency discourse, however, tends to be insufficient with the reflection of a relationship between learners and power structure focusing only on methodological aspects by highlighting student agency as a solution for future education. The issues which may be occurred by this are as follows. First, this may repeat the argument of pedagogy in the Enlightenment era by supporting students’ autonomy and rationality. Second, the uncertainty of future could belittle a discourse on the role and duty of education. Third, student agency can be misunderstood as a panacea for future education when it is interpreted as a competency in lifelong learning.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133447828","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 : 2023-04-30DOI: 10.26894/kdge.2023.28.1.47
Eunhae Cheong, Mi Hyang Kim
Environmental education aims to solve a variety of problems around all kinds of pending environmental issues. In South Korea, environmental education has developed in a dual system between school environmental education provided by environment teachers as part of the school's subject curriculums and social environmental education provided by environmental education instruction in the community outside the school. Today school environmental education has shrunk considerably while needs for environmental education in the community grow day by day. In this situation, environmental education instructors outside the school provide students with environmental education by visiting schools themselves as well as in the community outside the school, covering most of practical environmental education for students. In the area of education, there have been no full researches on environmental education outside the school and especially environmental education instructors providing the education. This study thus set out to investigate the educational experiences of environmental education instructors by selecting four environmental education instructors as research participants and conducting an in-depth interview with them in June~September, 2021. The findings show that environmental education instructors took various chances to begin providing education and there was a high degree of diversity in the content of education and the aspects of growth through educational experiences among the instructors. These findings once again demonstrated the value of diversity that environmental education should guarantee. The environmental education instructors all made many efforts to provide the right education on all sorts of discriminating environmental matters while pursuing diversity. A high level of spontaneity demonstrated by the instructors in the process became an important foothold for their self-growth. The uniqueness of individual environmental education instructors was reflected on environmental education in various ways, and their enriched educational experiences added further diversity to their unique educational capabilities. These findings raise a need for social and educational supports to help the content and methods of environmental education develop in a productive manner in harmony with the uniqueness of environmental education instructors. It is also needed to provide institutional supports for the management of environmental education to guarantee diversity and flexibility like today and, at the same time, ensure systematic long-term education.
{"title":"A Study on the Educational Experiences of Environmental Education Instructors","authors":"Eunhae Cheong, Mi Hyang Kim","doi":"10.26894/kdge.2023.28.1.47","DOIUrl":"https://doi.org/10.26894/kdge.2023.28.1.47","url":null,"abstract":"Environmental education aims to solve a variety of problems around all kinds of pending environmental issues. In South Korea, environmental education has developed in a dual system between school environmental education provided by environment teachers as part of the school's subject curriculums and social environmental education provided by environmental education instruction in the community outside the school. Today school environmental education has shrunk considerably while needs for environmental education in the community grow day by day. In this situation, environmental education instructors outside the school provide students with environmental education by visiting schools themselves as well as in the community outside the school, covering most of practical environmental education for students. In the area of education, there have been no full researches on environmental education outside the school and especially environmental education instructors providing the education. This study thus set out to investigate the educational experiences of environmental education instructors by selecting four environmental education instructors as research participants and conducting an in-depth interview with them in June~September, 2021. \u0000The findings show that environmental education instructors took various chances to begin providing education and there was a high degree of diversity in the content of education and the aspects of growth through educational experiences among the instructors. These findings once again demonstrated the value of diversity that environmental education should guarantee. The environmental education instructors all made many efforts to provide the right education on all sorts of discriminating environmental matters while pursuing diversity. A high level of spontaneity demonstrated by the instructors in the process became an important foothold for their self-growth. The uniqueness of individual environmental education instructors was reflected on environmental education in various ways, and their enriched educational experiences added further diversity to their unique educational capabilities. These findings raise a need for social and educational supports to help the content and methods of environmental education develop in a productive manner in harmony with the uniqueness of environmental education instructors. It is also needed to provide institutional supports for the management of environmental education to guarantee diversity and flexibility like today and, at the same time, ensure systematic long-term education.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121934508","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 : 2023-04-30DOI: 10.26894/kdge.2023.28.1.25
Ju-Hae Lee
This study aims to a theoretical analysis of the relationship between self-expression in social media and the concept of subjectification. For this purpose, the panoptical structure, which was invented by Bentham and reinterpreted by Foucault, is introduced briefly, and the panoptical structure of social media is analyzed in this study, based on the research of Jörissen(2011), Münte-Goussar(2008) and Wiedemann(2011), in which the concept of ‘inverted panopticon’ and ‘democratized panopticon’ was introduced. After that, the research trend of the concept of subjectification in German pedagogy is examined. Therefore, the research point of the concept of subjectification is discovering the process of a specific form of subjectification through the combination between specific social apparatus, norms, discourses, and specific practices of the self. On the basis of this discovery the research point, social media is understood as a social apparatus, which conducts the expression of dramatized or ideal self of each user. In addition, it is emphasized in this study that each user expresses only dramatized self intentionally as the practices of the self for the subjectification. Finally, the conclusion of this study is drawn that the subjectification for Birth of the Subject, who internalized the gaze of other people voluntarily, is constituted through the combination of social media as a social apparatus and expression of dramatized self of each user as the practices of the self.
本研究旨在对社交媒体中的自我表达与主体化概念之间的关系进行理论分析。为此，本文简要介绍边边姆发明并被福柯重新诠释的泛光学结构，并在Jörissen(2011)、m nte- goussar(2008)和Wiedemann(2011)的研究基础上，对社交媒体的泛光学结构进行分析，其中引入了“倒置的全景监狱”和“民主化的全景监狱”的概念。在此基础上，对德国教育学中主体性概念的研究趋势进行了考察。因此，主体化概念的研究重点是通过特定的社会机构、规范、话语和自我的特定实践之间的结合，发现特定形式的主体化过程。在此发现研究点的基础上，将社交媒体理解为一种社会机器，它引导着每个用户戏剧化的或理想的自我表达。此外，本研究强调，每个用户只是有意地表达戏剧化的自我，作为自我主体化的实践。最后，本研究得出的结论是，主体的诞生(Birth of the Subject)的主体化是通过社交媒体作为一种社会机器和每个用户戏剧化的自我表达作为自我的实践相结合而构成的，主体自愿将他人的凝视内化。
{"title":"Analysis of the relationship between self-expression in social media and the concept of subjectification: social media as an apparatus and self-expression as practives of the self for the subjectifica","authors":"Ju-Hae Lee","doi":"10.26894/kdge.2023.28.1.25","DOIUrl":"https://doi.org/10.26894/kdge.2023.28.1.25","url":null,"abstract":"This study aims to a theoretical analysis of the relationship between self-expression in social media and the concept of subjectification. For this purpose, the panoptical structure, which was invented by Bentham and reinterpreted by Foucault, is introduced briefly, and the panoptical structure of social media is analyzed in this study, based on the research of Jörissen(2011), Münte-Goussar(2008) and Wiedemann(2011), in which the concept of ‘inverted panopticon’ and ‘democratized panopticon’ was introduced. After that, the research trend of the concept of subjectification in German pedagogy is examined. Therefore, the research point of the concept of subjectification is discovering the process of a specific form of subjectification through the combination between specific social apparatus, norms, discourses, and specific practices of the self. On the basis of this discovery the research point, social media is understood as a social apparatus, which conducts the expression of dramatized or ideal self of each user. In addition, it is emphasized in this study that each user expresses only dramatized self intentionally as the practices of the self for the subjectification. Finally, the conclusion of this study is drawn that the subjectification for Birth of the Subject, who internalized the gaze of other people voluntarily, is constituted through the combination of social media as a social apparatus and expression of dramatized self of each user as the practices of the self.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127834944","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.41
Eunchong Seo, Sunyoung Yoon
In this study, we qualitatively explored the changes and growth of daycare center directors through learning community participation experiences. The participants in the study were six directors of daycare centers in H city. The learning community was conducted from August 2021 to January 2022. As a result of this study, first, problem awareness and problem solving strategies have changed at the group level. The critical mind went through busy work and problems, teachers' problems, principles and practice problems, and problems with the daycare center's operating system to find problems within themselves. The awareness of the problem turned from the outside to the inside. The problem-solving strategies were 'Utilizing breaks from work', 'Overcoming the old me', 'Breaking the old frame and rebuilding from the basics', and 'Teaching centered on teachers'. Second, individual consciousness has changed. As a result of the analysis of individual consciousness, face-to-face, meeting/questioning, self-awareness, internal change, external change, internal/external change, and self-reflection were different for each individual. In addition, the research participants newly established 10 principles. This included the director's mental and physical management, emotional and business support for teachers, and systematic director's work management. In this study, more active practice and self-reflection emerged as the learning community proceeded in a way that discovered problems from the director's own experience and derived practical tasks. Therefore, substantial changes and growth occurred to the research participants. Therefore, the subject reflecting the individual circumstances and demands of the director, a learning community accompanied by practice and self-reflection must be introduced as a method of re-educating the director.
{"title":"Change and Growth of Daycare Center Director through Experience of Participation in Learning Community","authors":"Eunchong Seo, Sunyoung Yoon","doi":"10.26894/kdge.2022.27.3.41","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.41","url":null,"abstract":"In this study, we qualitatively explored the changes and growth of daycare center directors through learning community participation experiences. The participants in the study were six directors of daycare centers in H city. The learning community was conducted from August 2021 to January 2022. \u0000As a result of this study, first, problem awareness and problem solving strategies have changed at the group level. The critical mind went through busy work and problems, teachers' problems, principles and practice problems, and problems with the daycare center's operating system to find problems within themselves. The awareness of the problem turned from the outside to the inside. The problem-solving strategies were 'Utilizing breaks from work', 'Overcoming the old me', 'Breaking the old frame and rebuilding from the basics', and 'Teaching centered on teachers'. Second, individual consciousness has changed. \u0000As a result of the analysis of individual consciousness, face-to-face, meeting/questioning, self-awareness, internal change, external change, internal/external change, and self-reflection were different for each individual. In addition, the research participants newly established 10 principles. This included the director's mental and physical management, emotional and business support for teachers, and systematic director's work management. \u0000In this study, more active practice and self-reflection emerged as the learning community proceeded in a way that discovered problems from the director's own experience and derived practical tasks. Therefore, substantial changes and growth occurred to the research participants. Therefore, the subject reflecting the individual circumstances and demands of the director, a learning community accompanied by practice and self-reflection must be introduced as a method of re-educating the director.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131982885","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.21
Sang Mu Kim
This study is to analyse the support, exchange and cooperation of education during and after unification of Germany and to extract implications for unification education in South Korea from it. The support and cooperation in education during the process of unification of Germany are summarized in four aspects: joint committee of education between East- and West Germany, educational cooperation between East-and West Berlin, cooperation of non-state organizations between East- and West Germany and recommendations and supports from the education of West Germany. After unification of Germany are analysed the support, exchange and cooperation of education. As the support of education were fulfilled financial, personal and material support from old federal states, educational support by international organization, and support by private foundations. There were also educational cooperations between East- and West Germany in various levels. Furthermore, there were various exchange of students, teachers, teacher organizations, schools between old and new federal states, and exchange of educational field as a part of city exchanges as well. We can extract following implications for unification education in South Korea from this study: the need for broad discussions on which level of unification teleological is in education, preparation of alternatives for overcoming the educatinal problems of South-and North Korea, recovery of the educational exchanges and cooperations between South-and North Korea in the level of province office of education, discussion on construction of joint committee of education between South-and North Korea, active investigation of educational support methods by international organization.
{"title":"A study on the support, exchange and cooperation of education during and after unification of Germany","authors":"Sang Mu Kim","doi":"10.26894/kdge.2022.27.3.21","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.21","url":null,"abstract":"This study is to analyse the support, exchange and cooperation of education during and after unification of Germany and to extract implications for unification education in South Korea from it. The support and cooperation in education during the process of unification of Germany are summarized in four aspects: joint committee of education between East- and West Germany, educational cooperation between East-and West Berlin, cooperation of non-state organizations between East- and West Germany and recommendations and supports from the education of West Germany. After unification of Germany are analysed the support, exchange and cooperation of education. As the support of education were fulfilled financial, personal and material support from old federal states, educational support by international organization, and support by private foundations. There were also educational cooperations between East- and West Germany in various levels. Furthermore, there were various exchange of students, teachers, teacher organizations, schools between old and new federal states, and exchange of educational field as a part of city exchanges as well. We can extract following implications for unification education in South Korea from this study: the need for broad discussions on which level of unification teleological is in education, preparation of alternatives for overcoming the educatinal problems of South-and North Korea, recovery of the educational exchanges and cooperations between South-and North Korea in the level of province office of education, discussion on construction of joint committee of education between South-and North Korea, active investigation of educational support methods by international organization.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121068384","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.73
Ju-Hae Lee
This study aims at understanding self-expression in social media in an educational context. For this purpose, the previous studies in German-speaking area are analyzed first, in which self-expression is considered as identity work or effort to establish social relationships in social media. On the basis of the study by Jung(2005) und Jörissen & Marotzki(2009), self-expression in social media is regarded as ‘Mediale Artikulation’. In this context, this study is focused on the reflective potential of each user with self-expression in social media. Following the term ‘Strukturale Medienbildung’ by Jörissen & Marotzki(2009), the potential of ‘Mediale Artikulation’ for orientation of own life, in the sense of the ‘Bildungsprozess’, is also addressed in this study. In the age of the crises of orientation, in which the individual should seek his own orientation of own life, this study could be instructive with the focus on reflective potential and educational potential of self-expression in social media.
{"title":"Analyses of the relationship between self-expression in social media and the concept of ‘Bildung’: with a focus on the term ‘Mediale Artikulation’ and ‘Strukturale Medienbildung’","authors":"Ju-Hae Lee","doi":"10.26894/kdge.2022.27.3.73","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.73","url":null,"abstract":"This study aims at understanding self-expression in social media in an educational context. For this purpose, the previous studies in German-speaking area are analyzed first, in which self-expression is considered as identity work or effort to establish social relationships in social media. On the basis of the study by Jung(2005) und Jörissen & Marotzki(2009), self-expression in social media is regarded as ‘Mediale Artikulation’. In this context, this study is focused on the reflective potential of each user with self-expression in social media. Following the term ‘Strukturale Medienbildung’ by Jörissen & Marotzki(2009), the potential of ‘Mediale Artikulation’ for orientation of own life, in the sense of the ‘Bildungsprozess’, is also addressed in this study. In the age of the crises of orientation, in which the individual should seek his own orientation of own life, this study could be instructive with the focus on reflective potential and educational potential of self-expression in social media.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121533912","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.97
Eunhae Cheong
We are living in the age of artificial intelligence(AI). In other words, our daily life is based on AI. At the same time, we are facing serious global warming issues, as known as the climate crisis. Against the backdrop, this study identified the necessity to explore educational tasks based on the global warming problems in the AI era. To this end, this study first explored the value of the times with regard to community awareness education under the theme of “Community Awareness Education in the Era of Artificial Intelligence: The Third Neighbor,” and explained that the emergence of AI is a product of coevolution of living things and minerals from a fundamental level. In other words, the history of evolution is the process of coevolution between living and non-living beings. Therefore, we need to go beyond various dichotomous worldviews; in this context, the existence of AI can be positioned as another neighbor, the third one in our lives. In addition, this study emphasized that, since we have entered the age of AI, humans should get out of the limited imagination of human intelligence. In this context, this study argued that it is necessary to discuss the direction for the development of AI as co-existing intelligence and suggested AI humanities based on this.
{"title":"Community Awareness Education in the Era of Artificial Intelligence: The Third Neighbor","authors":"Eunhae Cheong","doi":"10.26894/kdge.2022.27.3.97","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.97","url":null,"abstract":"We are living in the age of artificial intelligence(AI). In other words, our daily life is based on AI. At the same time, we are facing serious global warming issues, as known as the climate crisis. Against the backdrop, this study identified the necessity to explore educational tasks based on the global warming problems in the AI era. To this end, this study first explored the value of the times with regard to community awareness education under the theme of “Community Awareness Education in the Era of Artificial Intelligence: The Third Neighbor,” and explained that the emergence of AI is a product of coevolution of living things and minerals from a fundamental level. In other words, the history of evolution is the process of coevolution between living and non-living beings. Therefore, we need to go beyond various dichotomous worldviews; in this context, the existence of AI can be positioned as another neighbor, the third one in our lives. In addition, this study emphasized that, since we have entered the age of AI, humans should get out of the limited imagination of human intelligence. In this context, this study argued that it is necessary to discuss the direction for the development of AI as co-existing intelligence and suggested AI humanities based on this.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115787833","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.117
S. Cho, Juhwan Kim, Jong-Bae Park, Cho-Arm Yoon
This study examined the aspects of parent education, a category of adult education emerging as an extension of education, that can be problematized or thematized at a different level from teacher education. In the conventional conception of education that we know, parents are the same category as teachers, who are on the opposite side of the growing generation. Parent education sets the goal of educating parents with the goal of nurturing children. Although teacher education appears to be conceptually similar to parent education, the existential situations of parents and teachers as learners are different, which is a crucial point where parent education can be problematic. From the moment they have children, parents experience life as a different being from teachers. Parents who have children, are in a qualitatively different ontological position from teachers who take a ‘neutral’ stance on learners. In this study, the decisive basis for parent education to be problematic was found in the historical and social approach to the perspective and behavior of modern Western civic education. Then various perspectives on parent education were dealt with in that the goals of parent education and the desires of parents as learners were in a conflicting relationship with each other. To this end, a critical analysis was conducted focusing on the discourse on liberal arts education in the humanities, Freud and Lacan’s criticism of desire, and Deleuze’s analysis of desire.
{"title":"The Possibility of Problematizing Parent Education in Contrast to Teacher Education: The Legacy of the Modern Civil Class and the Desire of Parents","authors":"S. Cho, Juhwan Kim, Jong-Bae Park, Cho-Arm Yoon","doi":"10.26894/kdge.2022.27.3.117","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.117","url":null,"abstract":"This study examined the aspects of parent education, a category of adult education emerging as an extension of education, that can be problematized or thematized at a different level from teacher education. In the conventional conception of education that we know, parents are the same category as teachers, who are on the opposite side of the growing generation. Parent education sets the goal of educating parents with the goal of nurturing children. Although teacher education appears to be conceptually similar to parent education, the existential situations of parents and teachers as learners are different, which is a crucial point where parent education can be problematic. From the moment they have children, parents experience life as a different being from teachers. Parents who have children, are in a qualitatively different ontological position from teachers who take a ‘neutral’ stance on learners. In this study, the decisive basis for parent education to be problematic was found in the historical and social approach to the perspective and behavior of modern Western civic education. Then various perspectives on parent education were dealt with in that the goals of parent education and the desires of parents as learners were in a conflicting relationship with each other. To this end, a critical analysis was conducted focusing on the discourse on liberal arts education in the humanities, Freud and Lacan’s criticism of desire, and Deleuze’s analysis of desire.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116492346","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 : 2022-12-31DOI: 10.26894/kdge.2022.27.3.1
Maeng-Ha Kim
Mobbing ist eine spezifische Form der Gewalt. Der No Blame Approach ist ein Interventionsansatz für pädagogische Fachkräfte in der Schule. Er konzentriert sich einzig und allein auf die Lösung des Problems für das Opfer und agiert auf der persönlichen Ebene. Ziel des No Blame Approach ist es, die Mobbing-Situation in kurzer Zeit sowohl zu beenden, als auch das Auftreten weiterer Mobbingfälle zu verhindern. Der Ansatz braucht ein hohes Maß an Empathie, nicht nur bei der gesprächsführenden Person sondern auch bei der Unterstüzungsgruppe. Der Blick geht in die Zukunft, ohne die lästigen Details der Vergangenheit. Dadurch vermeidet man Rechtfertigungsdruck und Schuldzuweisung. Die Durchführung des No Blame Approach erfolgt in drei zeitlich aufeinander folgenden Schritten. Die Teilnahme an den Entwicklungsprozessen ist freiwillig und baut Druck ab. Dieser Ansatz vertraut auf die Ressourcen und Fähigkeiten der beteiligten Schüler, wirksame Lösungen herbeizuführen. Mobbing wird nicht geduldet und hat unverzüglich aufzuhören.
{"title":"Interventionsansatz zur Beendigung von Mobbing durch den No Blame Approach(I)","authors":"Maeng-Ha Kim","doi":"10.26894/kdge.2022.27.3.1","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.3.1","url":null,"abstract":"Mobbing ist eine spezifische Form der Gewalt. Der No Blame Approach ist ein Interventionsansatz für pädagogische Fachkräfte in der Schule. Er konzentriert sich einzig und allein auf die Lösung des Problems für das Opfer und agiert auf der persönlichen Ebene. Ziel des No Blame Approach ist es, die Mobbing-Situation in kurzer Zeit sowohl zu beenden, als auch das Auftreten weiterer Mobbingfälle zu verhindern. Der Ansatz braucht ein hohes Maß an Empathie, nicht nur bei der gesprächsführenden Person sondern auch bei der Unterstüzungsgruppe. Der Blick geht in die Zukunft, ohne die lästigen Details der Vergangenheit. Dadurch vermeidet man Rechtfertigungsdruck und Schuldzuweisung. Die Durchführung des No Blame Approach erfolgt in drei zeitlich aufeinander folgenden Schritten. Die Teilnahme an den Entwicklungsprozessen ist freiwillig und baut Druck ab. Dieser Ansatz vertraut auf die Ressourcen und Fähigkeiten der beteiligten Schüler, wirksame Lösungen herbeizuführen. Mobbing wird nicht geduldet und hat unverzüglich aufzuhören.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131802635","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 : 2022-08-30DOI: 10.26894/kdge.2022.27.2.37
E. Cho, Yu ri Jung, Eun-Young Hong
The purpose of this study is to reveal the limits of teacher expertise by examining the specific historical and social conditions in which the teaching profession is located. To this end, the discussion of the taboos of Adorno's teaching profession is the center of the study. Adorno sees the image that makes it impossible for teachers to independently perform their jobs as taboos, and grasps the appearance of taboos in the teaching profession as a social condition and the causes of its formation from a historical and Freudian psychoanalytic perspective. The point to be emphasized here is that Adorno is the taboo of the teaching profession, that is, the deceptive social system that forces students to mediate civilization through education through consideration of the ambivalence of the teaching profession, and the tragic situation the teacher is in as a psychological and social agent, that is, the teaching profession. Therefore, the researchers first examine the history of the teaching profession in Germany and Europe in detail in order to reveal that the negative image of teachers has been historically formed. Next, based on Freud's libido, Oedipus complex, and superego concept, the process by which the taboo of the teaching profession was established as a social prejudice is considered psychoanalytically. Through this, the values, norms, and behaviors of society that teachers pass on to their students, that is, civilization, allow students to experience alienation. In the end, it is difficult for teachers to realize the content delivered through the act of teaching, which is one of their pure educational ideals and values. Therefore, this study aims to stimulate teachers' self-reflection by making them doubt their confidence in the teacher's professionalism.
{"title":"The meaning of teacher professionalism through Adorno's taboo of the teaching profession","authors":"E. Cho, Yu ri Jung, Eun-Young Hong","doi":"10.26894/kdge.2022.27.2.37","DOIUrl":"https://doi.org/10.26894/kdge.2022.27.2.37","url":null,"abstract":"The purpose of this study is to reveal the limits of teacher expertise by examining the specific historical and social conditions in which the teaching profession is located. To this end, the discussion of the taboos of Adorno's teaching profession is the center of the study. Adorno sees the image that makes it impossible for teachers to independently perform their jobs as taboos, and grasps the appearance of taboos in the teaching profession as a social condition and the causes of its formation from a historical and Freudian psychoanalytic perspective. The point to be emphasized here is that Adorno is the taboo of the teaching profession, that is, the deceptive social system that forces students to mediate civilization through education through consideration of the ambivalence of the teaching profession, and the tragic situation the teacher is in as a psychological and social agent, that is, the teaching profession. Therefore, the researchers first examine the history of the teaching profession in Germany and Europe in detail in order to reveal that the negative image of teachers has been historically formed. Next, based on Freud's libido, Oedipus complex, and superego concept, the process by which the taboo of the teaching profession was established as a social prejudice is considered psychoanalytically. Through this, the values, norms, and behaviors of society that teachers pass on to their students, that is, civilization, allow students to experience alienation. In the end, it is difficult for teachers to realize the content delivered through the act of teaching, which is one of their pure educational ideals and values. Therefore, this study aims to stimulate teachers' self-reflection by making them doubt their confidence in the teacher's professionalism.","PeriodicalId":236566,"journal":{"name":"Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125833856","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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