통일교육 패러다임 전환론의 문제점 분석 및 대안모색을 위한 연구

A new unification education based on an understanding of the North Korean Constitution is part of the core contents of future education. The purpose of this study is to broaden the breadth of objective understanding of North Korea as a specific way to find a new direction for unification education, and to help re-establish each South-Korean people’s view of North Korea through critical discussion. The need for a new unification education is emerging. On April 27, 2018, the two Korean top leaders of each country declared that they would end hostile relations and move on to a new path of national co-prosperity through the Panmunjom Declaration. Considering that unification education is the realization of the unification policy, it is natural to demand a new unification education in the face of a new era. After the division of the Korean peninsula, the two Koreas have focused on promoting the superiority of each political and economic system to the residents amid fierce competition. Past regimes of the South and North Korea conducted unification education mainly on government-led security education, focused on closed system competition, but failed to encourage public discussions or suggest practical alternatives for overcoming the division. Education for superiority of the system and education in the face of hostility have continued for decades, and at the same time, disclosure of information to each other has been very limited. As a result, the degree of understanding of each other among the residents of South and North Korea is remarkably low. In addition to the problem that the people of the Republic of Korea lack objective knowledge of North Korea, there is also a preconceived notion that considers the North Koreans, a member of the national community and the other party of unification, as inferior. With the 1970s as an inflection point, the Republic of Korea made great progress compared to North Korea in terms of both politics and economy, and the competitive structure based on the ideology and economic system of the two Koreas turned out to be the victory of the South. Now our country, the Republic of Korea is starting a bold challenge to take the “absolute advantage” in the world by taking a new leap beyond the “comparative advantage” in competition on the Korean Peninsula. It is a situation in which we must overcome the economic stagnation and seek opportunities for a new leap forward. North Korea is also highly interested in the Chinese or Vietnamese model, which is driving economic growth by partially accepting capitalist elements through “reform and opening” while maintaining the socialist system. If the regime's stability is assured, it shows a strong will to overcome the economic difficulties by stopping nuclear programs and attracting foreign technology and capital. Now, we must end the “era of consumable competition” between the two Koreas and begin the “era of productive exchange and cooperation.” It is necessary to open a new horizon of unification education in the direction of looking at the other with an open attitude, raising interest in North Korea, and understanding each other in depth. The study of the North Korean constitution is a way to understand the basics of the North Korean regime. After North Korea's 1948 Constitution (Constitutional Constitution), President Kim Il-sung reinforced socialism based on the Juche idea in the 1972 Constitution (Socialist Constitution) and the 1992 Constitution (North-Korean Socialist Constitution), and Chairman Kim Jong-il inherited power based on the 1998 Constitution. Kim Jong-il solidified and broke through internal and external adversity. Chairman Kim Jong-un, who was in power due to the revision of the Constitution in 2012, is striving to solidify the 3rd succession and become the highest head of “ordinary state” with the revision of the Constitution in 2016 and the Constitution in 2019. In this essay seeking 'a new unification education based on an understanding of the North Korean Constitution', I would like to conclude with three conclusions in connection with the main text. First, it is necessary to overcome the unification education based on the hostile view of North Korea and start the unification education on the view of North Korea as the party of unification. Second, unification education that critically accepts objective facts should be implemented. It is necessary to break away from the delivery education in which limited information is injected unilaterally. By analyzing and discussing objective data about the other party, we must understand the other party and discuss in depth what rational choices are at the present time. Third, at the present time, our policy toward North Korea should be reflected in the new unification education to create a stable foundation for unification based on wide public consensus. The basic direction of the new unification education should start anew in a way that the two Koreas broaden their understanding of objective facts apart from the propaganda of the system's superiority and security education.

The Unification Education Support Act prescribes a legal basis for unification education for schools and public officials. At the regional level, however, the National Institute for Unification Education provides education by designating a regional unification education center. Moreover, the institution is responsible for both social and school unification education. BR Unification Education at schools is a holistic effort of involved institutions such as the Ministry of Unification, the Ministry of Education, local governments, and the Office of Education. The Center for Unified Korean Future has enriched theoretical education by offering hands-on experiences of a unified Korea. Unfortunately, as of 2022, the center is the only place nationally that runs youth programs.BR Unification education for adults, on the other hand, is partially managed by the aforementioned regional institution. Learning opportunities are limited due to budgetary issues and compared to youth programs of the Center for Unified Korean Future, there is no public organization that conducts unification experience programs.BR This research suggests to extend the function of the Center for Unified Korean Future to cover adult programs and to establish an additional institution that offers a wide range of hands-on activities in the area of high demand. In addition, it proposes to make unification experience activities that are limited to students available to the general public. In the case of unification education for adults, the necessity of an experience-based education rather than a theory-centered education is emphasized. Regarding the theoretical basis, unification education based on fostering democratic citizenship is stressed.BR Moreover, compared to youth education, there are different aspects of education for the general population. Therefore, the Center for Unified Korean Future should tentatively offer unification programs for adults in the short term. For the medium and long term, the paper argues for an establishment of a new organization that promotes youth programs and a change in pedagogical methods regardless of age for the post-covid era.

Active learning is an important shift in pedagogical paradigms in recent decades. Previous studies establish many benefits from this learning strategy. However, an implementation is challenging. This study aimed to clarify an explanation of the benefits and challenges of active learning from various educational field students’ perspectives. This study was conducted in a general education course at Chulalongkorn University. Underpinning with a mixed-method study, 22 undergraduates were interviewed in a focus group study. Results were analyzed with deductive thematic analysis and contributed to 23 items in close-ended questionnaires for a cross-sectional quantitative survey study. Notably, 222 undergraduates revealed their attitude toward active learning including benefits and challenges. Quantitative data were analyzed with analytical statistics including the Mann-Whitney U test, and these results are supported by thick descriptions derived from the qualitative data. This study revealed students’ attitude in benefits of active learning dividing into cognitive domain, student efficacy, and 21st century skills, and also challenges of active learning in teachers, students, and pedagogical aspects. Health science undergraduates tended to agree that active learning exposure enhances effective active learning than non-health science undergraduates (U = 2843, p = 0.029). An educational theory is also discussed with these results, and an educational implication to achieve an effective learning strategy is presented in this study.

The paper aims to identify the epistemic structures of modern Russian pedagogy, with its two current branches: social pedagogy and psychological pedagogy, represented by the world-renown educational theorists A.S.Makarenko and L.S.Vîgotski. We focus on the treaties of A.V.Lunacearski and A.S.Makarenko, representatives of the socio-centrist paradigm in education, initiated by Paul Natorp in Germany (Social pedagogy, 1999) and by Emile Durkheim in France (Education and Sociology, 1922). Our diachronic analysis envisages fundamental concepts and axioms of education in terms of curriculum paradigm and identifies Russian’s educational theorists’ contribution to the clarification of issues related to: finalities, methods in education, methodical organization of the collective educational process, educational action etc. The involvement in the community problems and the writings of the theorists that are representative for social pedagogy developed in a specific historical setting and in an exceptional cultural model in which contents prevails over the forms. If their writings have been ideologies and ignored for a long period of time, recently, Russian pedagogy attracted scholarly attention in the Western space, proving the actuality of these theoreticians. Trying to avoid the risks of subjective approaches, we have reanalyzed the writings of Russian pedagogues. More exactly, our use of educational axioms in the interpretation of the chosen writings has emphasized the epistemic valences of the Russian social pedagogy.

This article describes instructional theory that supports post-industrial education and training systemsones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for postindustrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.

The aim of this study is to examine the reform initiative and paradigm shift in educational management in the context of the educational management paradigm of the past, the educational management paradigm of today and the educational management paradigm of the future. The educational management paradigm, in terms of the meaning of the word, is a set of attitudes, values, procedures and techniques that make up the accepted teaching and learning perspective. The interaction of basic components such as instructors, students and given subjects involved in educational processes is focused on in paradigms. Naturally, paradigms emphasize their variability in terms of the structure and developments in the environment and society, individual characteristics, and relationships between educational models. Dec. Educational management paradigms are concepts that need to be addressed in different planes. In this context, educational management paradigms are considered in three groups as the educational management paradigm of the past, the educational management paradigm of today and the educational management paradigm of the future. The paradigm of educational management of the past, looking at educational processes with the educational traditions of the past; it defines the interaction between instructors, students and educational and educational content.Dec. In today's educational management paradigm, the interaction between the instructor, students and the content stands out Decently. There is a two-way communication between the instructor and the students Dec Dec, as well as between the students. Responsibility, unlike the educational management paradigm of the past, is organized in such a way that both the instructor and the students will be responsible for the teaching process. In the educational management paradigm of the future, there is a significant difference compared to the other two paradigms. the knowledge base, i.e. the learning resource center, is located in the center. The role of the instructor and the role of the students are equally important in the learning process. Communication is twofold: between the instructor and the learning resource center, between the teacher and the students, and between the students themselves. Dec.Dec. The communication is between the instructor and the learning resource center, between the teacher and the students. Dec. Compared to the other two paradigms, the general idea is that the responsibility is shifted to the shoulders of students. Key Words: Education Management, Paradigm Shift, Reform Initiative

Usually a teacher's first step to prepare for class is to write a syllabus, and Professor M had copies ready on day one of Teaching Mass Communications in College. Instead of distributing them, however, he offered class members an option. They could follow a traditional route and use his detailed outline, or they could immediately put constructivist learning theory into practice by choosing to build their syllabus and chart their course. With this gauntlet dropped, he left them alone to decide. The class members opted to be constructivists, and this article reports the participants' observations during, and critique of, this quasi-experimental study. Contructivist learning theory posits that students learn best when they are active. Then, the participants reasoned, wouldn't the best way to study Teaching Mass Communications in College be to approach the class as active learners? Constructivists see as actively constructed by learners, not passively acquired from instructors. For this reason, students learn more effectively when they own the process and work collaboratively on tasks that seem real and authentic. Journalism educators often apply some of these constructivist notions in their classes but rarely to the degree used in this graduate-level pedagogy class. This article presents a case study of a constructivist pedagogy class and argues for the use of constructivist theory in mass communication higher education. defined The world changes as we employ different perspectives to make observations on our world (Kuhn, 1970). Old theories are discarded or changed when a new theory or idea displays superior power in explaining the world. One such paradigm shift in the teaching field comes with the emergence of constructivism. The term has at least two major senses: epistemological and educational. While at times these two senses are related, they are not identical. (Phillips, 2000; Howe & Berv, 2000). Constructivism used in a philosophical and epistemological sense describes a thesis that, disciplines (or public bodies of knowledge) are human constructs (Phillips, 2000, p. 6). This thesis sometimes is also called social constructivism or social constructionism. (Phillips, 2000). At other times, some philosophers do not use the term at all; instead, they label constructivist-type epistemology as Kantianism, post-Kantianism, pragmatism, or naturalism (Howe & Berv, 2000). The second sense of the term is psychological, educational, and pedagogical. In this sense, constructivism refers to a set of views about how individuals learn (and about how those who help them to learn ought to teach) (Phillips, 2000, p. 7). Even when constructivism is used in this educational sense, it is a very loose label, and careful distinctions might be required. For example, Howe and Berv warn that an individual instructor might adopt a constructivist learning theory but not a constructivist pedagogy, and vice versa (Howe & Berv, 2000). While the epistemological use of the term is not particularly new, the educational use of the term is only a decade or two old, at least in the U.S. learning theory literature. During the 1960s and 1970s, American instructional design theory and research went through a paradigm shift - from behaviorism (which focuses on a stimulus-response-reinforcement model) to cognitive psychology (which focuses on the mental processes of the learner) (Tennyson, 1997). [Because behaviorism was never as strong in Europe, cognitive psychology theory such as Jean Piaget's work influenced European instructional design theory throughout the twentieth century (Tennyson & Schott, 1997; Steiner, 1997)]. It wasn't until the 1980s or even the 1990s that constructivist theories started to influence American instructional design theory, and learning began to be seen as knowledge construction (Mayer, 1999, p. …

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. M. 2009. “‘To Form Citizens’: Scottish Students, Governance and Politics, 1884–1948.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 383–402.Macintyre, Stuart, and Noel Simpson. 2009. “Consensus and Division in Australian Citizenship Education.” Citizenship Studies 13, no. 2 (May): 121–34.Magendzo, Abraham, and Maria Isabel Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38, no. 4 (December): 445–65.Mathur, Meena, Prachi Rathore, and Monika Mathur. 2009. “Incidence, Type, and Intensity of Abuse in Street Children in India.” Child Abuse and Neglect 33, no. 12 (December): 907–13.McLelland, Mark, and Katsuhiko Suganuma. 2009. “Sexual Minorities and Human Rights in Japan: An Historical Perspective.” International Journal of Human Rights 13, nos. 2–3 (July): 329–43.Milana, Marcella, and Tore Bernt Sørensen. 2009. “Promoting Democratic Citizenship through Non‐formal Adult Education: The Case of Denmark.” Scandinavian Journal of Educational Research 53, no. 4 (July): 347–62.Mirkova, Anna M. 2009. “Citizenship Formation in Bulgaria: Protected Minority or National Citizens?” Journal of Muslim Minority Affairs 29, no. 4 (December): 469–82.Munn, Pamela, and Margaret Arnott. 2009. “Citizenship in Scottish Schools: The Evolution of Education for Citizenship from the Late Twentieth Century to the Present.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 437–54.Nalkur, Priya G. 2009. “Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian Street Children, Former Street Children, and School‐Going Children.” Journal of Cross‐Cultural Psychology 40, no. 6 (December): 1012–27.Ovens, Michelle. 2009. “A Criminological Perspective on the Prenatal Abuse of Substances during Pregnancy and the Link to Child Abuse in South Africa.” Early Child Development and Care 179, no. 4 (April): 503–16.Patiño‐González, Susana. 2009. “Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education.” Journal of Moral Education 38, no. 4 (December): 533–51.Shalhoub‐Kevorkian, Nadera, and Sana Khsheiboun. 2009. “Palestinian Women’s Voices Challenging Human Rights Activism.” Women’s Studies International Forum 32, no. 5 (September–October): 354–62.Sim, Jasmine B.‐Y., and Murray Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35, no. 6 (December): 705–23.Sklair, Leslie. 2009. “The Globalization of Human Rights.” Journal of Global Ethics 5, no. 2 (September): 81–96.Suárez, David F., Francisco O. Ramirez, and Jeong‐Woo Koo. 2009. “UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights.” Sociology of Education 82, no. 3 (September): 197–216.Turner, Robert. 2009. “Workers’ Educational Association Tutorial Classes and Citizenship in Scotland, 1907–1939.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 367–81.Vakaoti, Patrick. 2009. “Researching Street‐Frequenting Young People in Suva: Ethical Considerations and Their Impacts.” Children’s Geographies 7, no. 4 (December): 435–50.Williams, Christopher. 2009. “The Rehabilitation Paradox: Street‐Working Children in Afghanistan.” Diaspora, Indigenous, and Minority Education 3, no. 1 (February): 4–20.Community Colleges; Further Education; Occupational, Technical, and Vocational EducationAkoojee, Salim. 2009. “Scarce Skills and Public Technical and Vocational Education and Training in South Africa: Twin Challenges or Two Sides of the Same Coin?” Southern African Review of Education 15, no. 4 (September): 117–338.Alexandrou, Alex. 2009. “Development through Partnership: How Learning Representatives Are Helping to Meet the Challenge of Upskilling Scottish FE Lecturers.” Research in Post‐compulsory Education 14, no. 3 (August): 233–49.Avis, James. 2009. “Further Education in England: The New Localism, Systems Theory and Governance.” Journal of Education Policy 24, no. 5 (September): 633–48.Barabasch, Antje, Sui Huang, and Robert Lawson. 2009. “Planned Policy Transfer: The Impact of the German Model on Chinese Vocational Education.” Compare: Journal of Comparative and International Education 39, no. 1 (February): 5–20.Bathmaker, Ann‐Marie, and Will Thomas. 2009. “Positioning Themselves: An Exploration of the Nature and Meaning of Transitions in the Context of Dual Sector FE/HE Institutions in England.” Journal of Further and Higher Education 33, no. 2 (June): 119–30.Bell, Jacqueline, and James Donnelly. 2009. “Applied Science in the English School Curriculum: The Meaning and Significance of ‘Vocationalization.’” Journal of Curriculum Studies 41, no. 1 (February): 25–47.Best, Shaun. 2009. “‘Who Am I?’ and ‘Who Are We?’: Audit Consciousness and the Further Education Funding Council in the 1990s.” Education, Knowledge, and Economy 3, no. 3 (December): 163–76.Blaardingerbroek, Barent, Neil Taylor, and Tom Haig. 2009. “Student Transition to Vocational Education from Middle Secondary School in Australia and Lebanon: An Exploratory Study.” Mediterranean Journal of Education Studies 14, no. 1 (February): 91–107.Blair, Erik. 2009. “A Further Education College as a Heterotopia.” Research in Post‐compulsory Education 14, no. 1 (March): 93–101.Böckerman, Petri, Ulla Hämäläinen, and Roope Uusitalo. 2009. “Labour Market Effects of the Polytechnic Education Reform: The Finnish Experience.” Economics of Education Review 28, no. 6 (December): 672–81.Bouzakis, Siphis, and Gerasimos Koustourakis. 2009. “Historicity as a Legitimising Argument in the Case of the Greek Educational Reforms of 1985 and 1997–1998 in General and Technical‐Vocational Education.” History of Education: Journal of the History of Education Society 38, no. 2 (May): 283–302.Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2009. “Difficulties in Recognising Vocational Skills and Qualifications across Europe.” Assessment in Education: Principles, Policy, and Practice 16, no. 1 (April): 97–109.Buiskool, Bert‐Jan, Jaap Van Lakerveld, and Simon Broek. 2009. “Educators at Work in Two Sectors of Adult and Vocational Education: An Overview of Two European Research Projects.” European Journal of Education 44, no. 2 (June): 145–62.Child, Sue. 2009. “Differing Relationships to Research in Higher and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post‐compulsory Education 14, no. 3 (August): 333–43.Comyn, Paul. 2009. “Vocational Qualification Frameworks in Asia‐Pacific: A Cresting Wave of Educational Reform?” Research in Post‐compulsory Education 14, no. 3 (August): 251–68.Darmanin, Mary. 2009. “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay.” International Studies in Sociology of Education 19, nos. 3–4 (December): and 2009. “A College as a for in the A Case of the College of and Affairs 15, no. 1 (February): Robert A. 2009. An Case Study.” Community College Journal of Research and Practice 33, no. 12 (December): 2009. in Education and Globalization and Education 7, no. 2 (June): and 2009. “Lifelong Learning and Vocational Training in Northern and International Journal of Lifelong Education 28, no. 5 (September): 2009. the Transition from Education to Work as Vocational Lessons from the and Cultural British Educational Research Journal 35, no. 5 (October): and 2009. between Vocational and Education: Experiences and from Current in European Journal of Education 44, no. 3 (September): 2009. Further Education Teacher A Policy Communities and Policy Journal of Education for Teaching International Research and 35, no. 2 (June): 2009. for and in English Further Education Oxford Review of Education 35, no. 1 (February): and 2009. “Further Education of Their Teaching and Teacher Education no. 7 (October): and 2009. a Quality and of Education in Finnish Scandinavian Journal of Educational Research 53, no. 1 (March): 2009. the in the on in Teaching and Teacher Education no. 7 (October): and 2009. and of and in China.” Journal of Teaching in and nos. (February): P. and 2009. “The Development of National for Working in the UK.” Journal of Vocational Education and Training no. 4 (December): 2009. Development and Exploration and Their in A of Youths Adult Education in Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 4 (December): and 2009. “Vocational Education and Training for in South Africa: The of Public and International Journal of Educational Development 29, no. 2 (March): 2009. and Development: The between Policy and Practice in the English Further Education Research in Post‐compulsory Education 14, no. 4 (December): Robert. 2009. the National Journal of Vocational Education and Training no. 1 (March): and 2009. of Skills in a Post‐compulsory Vocational Teacher Education in Western Australia.” Research in Post‐compulsory Education 14, no. 2 (June): 2009. or to an South African Students’ Vocational International Journal of Educational Development 29, no. 4 (July): and 2009. from the An into of and the Work of for in Further Education.” British Educational Research Journal 35, no. 1 (February): 2009. “A and Analysis of Learning in Further and Higher Education.” Journal of Further and Higher Education 33, no. 1 (March): E. de M. and P. A. 2009. in Vocational Education: The of Knowledge through and Journal of Vocational Education and Training no. 4 (December): and 2009. “The Challenges of Learning in the Changing Context of the European Higher Education European Journal of Education 44, no. 3 (September): 2009. “The Development of Adult and Community Education Policy in New Zealand: from Journal of Education Policy 24, no. 6 (December): and 2009. “The of Educational in Evidence from and Economics of Education Review 28, no. 1 (February): and 2009. Progression for in Further Education in England.” Journal of Vocational Education and Training no. 4 (December): Irene and Lan. 2009. Vocational Qualifications in Care to the of Social Work Education: International Journal 28, no. 1 (January): Michael, and Robert 2009. “The of in Further Education Teacher Training in England.” Journal of Vocational Education and Training no. 4 (December): 2009. and Participation in Further Education: Evidence from the Youth of England and British Journal of Sociology of Education 30, no. 1 (February): and 2009. The of HE in FE Working in a College in England.” Research in Post‐compulsory Education 14, no. 4 (December): Lantana M. 2009. Street and Vocational Training in Northern Nigeria.” Diaspora, Indigenous, and Minority Education 3, no. 2 (June): 2009. of and Future in Higher Vocational Education in China.” Journal of Vocational Education and Training no. 1 (March): P. 2009. “The of at German Studies in Higher Education no. (December): and 2009. Are Vocational Training Analysis of Vocational Training in Vocational Education from a Learning Perspective.” Journal of Vocational Education and Training no. 3 (October): and David 2009. a for China’s Vocational Education English Journal of Vocational Education and Training no. 3 (October): and 2009. and and Technical in Australian and New Zealand Education Economics no. 1 (March): 2009. from Two Sides of the Women’s in and the United States.” International Perspectives on Education and Society no. 1 (October): and 2009. “The to and the New of Elite Schools in and England.” International Studies in Sociology of Education 19, nos. 3–4 (December): 2009. of the from and Journal of 32, no. 5 (October): and 2009. Civic Education in Africa: Experience in and the International Journal of Educational Development 29, no. 6 (December): 2009. in Countries: and African Perspectives.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 2009. Higher Education in Nordic Studies of in and Sweden.” Studies in Continuing Education 31, no. 1 (March): B., and 2009.

The purpose of this study is to find out the use of technology for teaching and learning in digital area. The research method is literature review or literature study, which contains theories relevant to research problems. The result of the use of technology for teaching and learning in digital area are Computer-Based Learning, computer networking, Online learning environment, Social Media and a paradigm shift. Learning in the digital era is complex and dynamic since it involves mix of work, social life and education system that we need to understand alongside the different theories of education and learning.

Narrative learning in civic education: A theoretical framework Whilst research into the theory and practice of narrative learning in adult and religious education has gained popularity in the last decade, this type of research is still scarce in the area of civic education. This article reports the first results of a theoretical social scientific inquiry into key characteristics of narrative learning in democratic citizenship education. The framework for narrative learning in civic education that resulted from this study envisions how students can develop their narratives on three components of democratic citizenship identity (citizenship philosophy; civic self-image and democratic learning experiences) through learning from narratives; through engaging in the process of narrating; and through locating one’s citizenship narratives. By developing the framework this study aims to contribute to the theory and practice of education for personal, civic and professional development.

Peace educators have tried to raise awareness against the mass devastation of arms war by calling for world patriotism and advocating for reconciliation through dialogue. The world has, however, experienced the worst possible forms of war, fanatical cases of nationalism and fundamentalism, the use of the most advanced technology of fighting, including the dreaded nuclear bomb. Over time, not only has the longbow been replaced by the musket, rifles, machine guns, missiles and drones etc., but this change in the brute machinations of war was also paralleled by the conventional concepts of ‘old wars’ being replaced by those of ‘new wars’. Simultaneously, different strands of peace education conceptually or theoretically address the way to counter various causes of war. This book has accomplished a commendable work at explaining the theories of both war and peace education while also linked them together. Hence, it shows how peace education attempts to set up a counter discourse. The use of tables makes this encounter clear.

The chapter analyses current research trends in education reforms around the world, with a focus on higher education. The chapter critiques and evaluates a neo-liberal and neoconservative education policy, meta-ideological hegemony and paradigm shifts in education, globalisation processes impacting on education and policy reforms, models of governance in education, global university rankings, internationalization, competition for international students among universities, both locally and globally, promoting economic competitiveness, national identity and social equity through education reforms, and teaching globalism through a human rights framework.

This chapter analyses major and on-going trends in education reforms for academic excellence, standards, equity and global competiveness. The chapter critiques and evaluates a neo-liberal and neoconservative education policy, meta-ideological hegemony and paradigm shifts in education, together with major globalisation processes impacting on education and policy reforms, both locally and globally. Meta-ideological hegemony dictates economic competitiveness, academic standards, and global monitoring of educational quality and standards.KeywordsEducation policy reformsGlobalisationThe global-local-dialecticThe globalised meta-ideologyGlobal university rankingsHuman capitalHuman rights educationIdeological shifts in educationHigher education policyModels of governanceNeo-liberal higher education policySocial stratificationGlobal university rankingsInternationalizationQuality education

The relevance of the development of science education provokes new discussions about its philosophical foundations, which cover the attributes of progress in this field since antiquity and offer new projects and perspectives for the development of a philosophical paradigm of science education in view of the challenges and requirements of today. The article is devoted to the analysis of three main approaches to define the philosophical paradigm of science education: interiorization, interrelational, and multiperspective. The interiorization approach to defining the philosophical paradigm of science education involves the development of the "philosophy of science education" as an "internal philosophy". The interrelational approach to delineating the philosophical paradigm of science education is based on identifying the relationship between the philosophy of science and science education, the relationships between sections of philosophy and scientific inquiry. The most comprehensive approach to defining the philosophical paradigm of science education is multi-perspective, which is based on addressing various philosophical trends and their understanding of scientific meaning and rationality, mutual influences and contradictions, determining the contribution of each of them to the progress of the theory and practice of science education. This approach usually develops the concept of science education through the prism of such philosophical trends as John Dewey's pragmatism, constructivism, rationalist school, classical empiricism, and postmodernism. Each of the mentioned directions is analyzed in the article in the context of the dialectics of science education.

남북한의 교육은 올바른 인간의 형성을 지향한다는 점에서 일정한 공통점을 지닌다. 전인적 존재로서 인간을 키우고자 한다는 점에서 남북한은 교육에 대한 가치를 공유하고 있다. 그런데, 남한과 북한은 체제와 이념의 차이로 인하여 현실적으로 접하는 다양한 사회적 제도와 그 실행에 있어서 상당한 차이점이 존재한다. 이와 관련하여 북한의 교육 정책에서 불변하는 부분과 가변적 부분에 대한 분석은 우리의 평화 · 통일교육과 관련지어 가치문제에 대한 심도 있는 접근을 지향하는 도덕과교육의 맥락에서 우리 교육과 북한 교육 간의 차이점의 이해에 바탕을 둔 공통점의 탐색이 수행될 필요가 있다는 점으로 연결될 수 있다. 북한 교육정책의 변화 과정은 김정은 시대에 이르러 남한과 북한이 함께 사용하고 있는 ‘도덕’이라는 용어에 있어서 통약 가능한 지점을 향해 나아가고 있는 것으로 파악된다. 이 지점은 도덕과 도덕성이 지니는 보편성과 도덕교육이론의 학술적 발전 성과로 요약할 수 있다. 도덕과교육으로서 평화 · 통일교육은 이러한 지점을 바탕으로 확산됨으로써 그 내용체계와 성취기준에 있어서 효과성을 제고하는 동시에 남북한 교육통합에 일정 수준 이바지할 수 있을 것이다.