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pISSN : 1738-0057 / eISSN : 2671-8332

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2018, Vol.14, No.1

  • 1.

    An Analysis on Domestic Study of Lifelong Education Concept

    ChangyubKim | 2018, 14(1) | pp.1~24 | number of Cited : 7
    Abstract PDF
    Lifelong education is not situated as a mere concept or theory but a concrete reality. Various programs and projects are now carried out in diversified fields of lifelong education. Nevertheless, the definition of the concept of lifelong education is not clear. The concept of lifelong education is significant in that it forms the foundation and the orientation of programs and projects that embody lifelong education. It is possible to point out that programs and projects without clear concepts can lead to a completely different context from that of lifelong education. The purpose of this study is to establish an explicit basis for the definition of lifelong education by analyzing previous studies. To this end, the study has focused on the concept of lifelong education described in the thesis and the academic journals and examined the literature and authors cited in the thesis. The result shows that the concept of lifelong education in Korea was introduced at a level of introducing the concept of lifelong education, as was presented in foreign literatures, and that the cited documents and authors were specified. In addition, the result suggests, even though lifelong education has dialectical dynamics, that the concept of lifelong education, which is currently accepted in Korea, neither deviate from the foreign theoretical category, nor is not well defined. It can be considered that the orientation and contents of the ongoing lifelong education programs and projects may not secure their identity and legitimacy. In future studies, it is proposed that one overcome the limitations the study of the current concept of lifelong education face and secure its desirable orientation and contents.
  • 2.

    The Task of Research on Lifelong Education for People with Disabilities: From the Il-Shim Perspective

    Park, Hyun Ihl | 2018, 14(1) | pp.25~47 | number of Cited : 10
    Abstract PDF
    This study aims to propose the task of research on lifelong education for people with disabilities from the perspective of WonHyo(元曉)’s ‘Il-Shim(一心)’(The thought of ‘Bul-il/Bul-ihee(不一而不二)’ with free and amorphous). The research method and contents conceptualize the value of Il-Shim, examine the issues of lifelong education for people with disabilities from this perspective, and present a research project for lifelong education for people with disabilities to realize the value of Il-Shim. Despite the development of society, perspectives on individuals with disabilities and discussion and research about lifelong education for people with disabilities remain on a physical basis, so it is necessary to establish and implement alternative values. To achieve this purpose, this study discussed to establish ‘The National Center for Lifelong Education Promotion’, problems to manage the Lifelong Education Facilities for the Disabled, problems to cultivate and dispose lifelong education for people with disabilities, and operation of night school for the Disabled according to the revision of 「Lifelong Education Act」. This study proposes a research project of lifelong education for the disabled for perspective transformation and beyond the limits of the dichotomy of separation and integration, and the necessity of research for devising a system for the utilization of resources based on the difference.
  • 3.

    A Phenomenological Study on the Employment Experience of Married Women with Career Breaks: Focused on the Participants of the Elderly Play Therapist Course

    Shin minju | 2018, 14(1) | pp.49~70 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to find out how reemployment experience through participation of married women with career breaks using phenomenological research methods helps them and what these experiences mean to life.For the study, I participated in the re-employment program (elderly play therapist course) by participating in the learning of married women who had a career as a part of the city. The results of the study are as follows. First, the motivation for married women to participate in the study was to start from the desire to find oneself that was lost. Second, I overcome the loss of self - esteem through the process of participating in the program and recovered my confidence that I can do it. Third, the conclusion after the participation was to try new challenge to become an elderly play therapy expert through learning, and to have a heart to look around the difficult neighbors through practice of talent donation. Based on the results of this study, this study is meaningful in suggesting the necessity of research on lifelong learning program for expanding learning participation program for re-employment of later-career disabled women and capacity development of married women with career disconnection.
  • 4.

    A Study on the Relationship between Lifelong Education and Social Capital Formation

    lee seok jin | Lee Sungjin | 2018, 14(1) | pp.71~100 | number of Cited : 6
    Abstract PDF
    Social capital and lifelong education are mutually dynamic causation. In other words, people learn certain areas through social relationships, and as institutionalized education increases, education outcomes increase in certain areas. The role of social networks, norms and beliefs promoting learning culture has a continuing significance throughout the entire lifetime. This study analyzed the associations of social capital through lifelong education to derive systematic and comprehensive conclusions about the results of a systematic study by applying meta-analysis. The mean effect of the combined total of 96 cases, which explains the link between lifelong education and social capital, was 0.411 (CI = 0.379 to 0.443). The link between lifelong education and social capital means that there is a positive effect. Based on the standard value of Cohen (1988), the overall effect of the Cohen (1988) showed that the overall effect size was slightly higher than the medium size. The combined effect of the social capital is 0.414 (0.360, 0.468) and the public confidence effect is 0.400 (0.332, 0.468) and historic confidence effect of 0.446 (0.373, 0.525). The overall size of the whole norm is 0.386 (0.330, 0.443), the nominal norm effect size is 0.419 (0.345, 0.494) and the reciprocal effect of 0.446 (0.286, 0.445). Finally, the combined effects of the network are 0.423 (0.368, 0.479) and the participating network effect size is 0.345 (0.270, 0.420) and shaping net effects of 0.456 (0.384, 0.527). More than medium size (0.3) is shown in all variables, and in the lower standard, the effects of networks, trust and norms are large. In conclusion, lifelong education has shown that it is effective in shaping social capital in all areas. Social equity and life-long education shows that lifelong education can enable lifelong education, enabling lifelong education and easy integration of social capital through lifelong education.
  • 5.

    Illiteracy, Literacy Education and the Illiterate’s Changes: Centered on the Illustrated Poems Published the Exhibition of Adult Literacy Illustrated Poems from 2012 to 2017

    HYUN YOUNGSUP | Shin Eun Kyung | 2018, 14(1) | pp.101~129 | number of Cited : 4
    Abstract PDF
    South Korea had a high literacy rate of 28.6 percent. Therefore, the extension of literacy education had been an urgent policy of Korea. The purpose of this study was to investigate the characteristics of illiteracy, literacy education and the illiterate’s changes by analyzing the illustrated poems published the exhibition of adult literacy illustrated poems from 2012 to 2017. Results were followings: First, the initial step of illiteracy was related with social structural problem. But the learners wanted to go to school. In the end, the illiterate lived in dark and cold turner. Second, the learners ashamed of going to literacy class. But They felt the happiness of learning when they read letters for the first time their life. Metaphors of this step were ‘crow’, ‘running to school’, ‘alumnus’, ‘bean sprouts’. Third, the life was changed from ‘dark and cold turner’ to worm and beautiful life like ‘spring’ and ‘flower’. By literacy education, learners could be literated, had a new dreams and extended social relations. Metaphors of this step were ‘spring’, ‘flower of letter’, ‘dream’, ‘straightening their shoulders’, ‘signature’. Based on the findings, conclusions and implications were discussed.
  • 6.

    An Analysis for Development Process of Technical Education for Navy Disabled Veteran in the 1950’s

    Jung, Yeonsook | Park, Sangok | 2018, 14(1) | pp.131~155 | number of Cited : 0
    Abstract PDF
    The purpose of this study is a research the technical education, establishment background of vocational training center, system, curriculum and advancement of society for disabled veteran in the Navy․Marines Corps in the 1950’s. The technical education for naval veterans of the 1950’s has the following meanings. First, technical training for disabled veterans was a hands-on training center that could be readily available on-site. Second, the skills taught to disabled soldiers were prevenient ahead of time. Third, technical education for disabled soldiers was stronger welfare than educational characteristics. Fourth, The technical education provided for the military’s social value and technical education base. The analysis of the progress of the technical training course results in the following suggestions. In order for the continuing Job Transfer Support Education, in which the present necessity is high, the purpose of education needs to be emphasized, and it is not late than the social skill level in order to improve its effectiveness education must be taught, and Job Transfer Support Education should be provided so that society can utilize what it has learned.