KJC Korea
Journal Central

This study was to explore alternative learning perspectives for the futureeducation in the age of internet of things(IoT) and artificial intelligence. Under thename of 4th industrial revolution, digital technologies such as IoT, big data,artificial intelligence has changed our society and economic systems indramatically rapid speed. Thus, there have been increasing interests for innovationof future education. This study identifies three changing needs for the futureeducation: 1) shift from individual acquisition based society to collaborative sharingbased society, 2) extension of human capabilities in post-human age, 3) intrinsicrole of human in relation with artificial intelligence and robot. Based on thesechanging drivers, this study explored three alternative learning perspectives interm of ‘connection’, ‘extension’, and ‘emotion’. First, learning as connection wasdiscussed regarding two themes such as connectionism psychology, whichemphasizes connections of neural networks, and connectivism learning theory,which describes learning as a network phenomenon. Second, learning as extensionwas discussed regarding distributed cognition and extended mind theory whichemphasizes active externalism in explaining cognitive process. Third, learning asemotion was discussed regarding the role of emotion in learning which wasmarginalised in the field of cognitive science. Finally, this study suggests someimplications that each learning perspectives provide for future education.

The present paper tries to derive the implications and to explore theconcept applicable to the Maeul learning community through reviewing the historicalcase of Korea, the case of foreign countries, and the current related discussions. We can derive the social organic and structural perspective, the partnership andcooperation between schools and local communities, the orientation to the learningsociety, the enhancement of the regional educational power, integrated operation ofeducation and welfare, and reflection on the nature and meaning of education asthe implications for the Maeul learning community in Korea. Based on theseimplications, we proposed “a community that promotes its development through theenhancement of the educational power of the community” as the descriptivedefinition of the Maeul learning community, “a community that promotes anddevelops the educational power of the community through welfare and theeducation based on the partnership and cooperation between schools and localcommunities” as the operational definition, and “new educational paradigm fromthe social and organic perspective to promote integrative education of knowledgeand life and sustainability in community development through community-baseddemocratic governance and learning society” as the programmatic definition.

The purpose of this study was to investigate dimensions, clusters, conceptual structure and relative importance when employed workers perceive needs for career transition service. Source material from interviewing 30 incumbents was gathered and edited, and final 86 statements were identified, and the participants rated similarity and importance between the statements. Multidimensional scaling and hierarchical cluster analysis using the assessment results were done, and used to form the concept map. The results of the study were as follows. First, 2 dimensions, service contents-administration and personal inner-outer resources improvement are found when the incumbents use to perceive the needs for the service. Second, 7 clusters and 19 sub-clusters were elicited from the incumbents' need for the service, which are providing a direct job, financial management, program design focused on experience, service supply during hired, self-awareness, supporting costs, education for starting business, personalized service design, job competencies improvement, health care, mental stabilization, re-employment skill improvement, public supporting policies awareness, family relationship improvement, career goal setting and planning, career adaptability improvement, change management, understanding outer circumstances, leisure management in order of importance. This study is significant in that it awakened the importance of consumer based service design by investigating the incumbents’ needs, and elicited new service factors have never known before. Also it gives us factor priority norm by relative importance analysis, and put the service administration equal position as much as contents. This study would be used as a new guideline for the service design and management, and contribute to improve the service efficiency by utilizing for career transition professionals education.

Currently, Korean society is rapidly entering multicultural society, andmulticultural acceptance is becoming more important than ever for the integrationand sustainable development of our society. The present study examined howmulticultural acceptance of middle school students is developing, using panel datafrom KEDI. The results indicated that the higher self-concept in the first grade,the higher the sense of community, but the lower the multicultural acceptance. However, as students’ grade goes up, the growth rate of self-concept was allrelated positively with the sense of community and multicultural acceptance. But,while the higher the sense of community in the first grade, the highermulticultural acceptance, the growth rate of sense of community was related withmulticultural acceptance negatively as their grade goes up. Based on these results,the implication were discussed.

The purpose of this study was to identify and describe the types of career pathof lifelong educator. For the purpose, survey tool was constructed in order tocollect the data about status, job, and workplace of lifelong educator. And the datawere collected from lifelong educators who had worked for 15 years after thelicense acquisition. 232 data were used for analyzing the career path of lifelongeducator. For the quantitative analyses, descriptive analysis and multichannelsequency analysis were performed. The results were as follows. First, 5 types ofcareer path of lifelong educator were identified. 5 types were ‘changelessness’,‘promotion of status’, ‘diffusion of job’, ‘changelessness before/after change ofworkplace’, ‘change before/after change of workplace’. ‘changelessness’ meant nochanges of status and job. ‘promotion of status’ was the type showing onlychanges of status. And the other hand, ‘diffusion of job’ was the type showingonly changes of job. ‘changelessness before/after change of workplace’ showed notany changes of status and job before/after change of workplace. Lastly, ‘changebefore/after change of workplace’ was the type showing changes of status andjob. Second, there were the differences of characteristics among 5 types. thecharacteristics was about gender, age, academic level, types of license of lifelongeducator, other license, status, job and workplace. Based on the findings,conclusions and implications were discussed.

This study examines the development of life goals among young adults and to identify whether there exist unobserved groups within the sample. We investigated how self-concept and subjective well-being were different from developmental types. Data from the Korean Education Longitudinal Study 2005 from 7th to 11th were analyzed. Changes in extrinsic and intrinsic goal and types of development were identified using parallel process latent class growth modeling. It was found that extrinsic goals increased while intrinsic goals decreased over time. There were average, no-change, low goal-increasing, hybrid, and high goal-decreasing types. Mean scores related to subjective well-being and self-concept variables were relative higher for average or goal-increasing types than hybrid or goal decreasing types.