2026, Vol., No.34

A Study on Teaching Methods for the MZ Generation Using the Spiritual Victory Method from "The True Story of Ah Q" in Liberal Arts Classes

Kim Hong Kyeom | 2026, (34) | pp.9~36 | number of Cited : 0

Lu Xun's "The Truth of Ah Q" transcends the challenges of a specific era or nation, presenting a classic example of the distorted survival strategies individuals adopt when social mechanisms for enduring failure and humiliation are absent. Ah Q's "spiritual victory" is not a simple joke, but a tragic allegory symbolizing the process by which individuals and society as a whole lose their will to change due to repeated use. This paper compares the Ah Q Generation with the MZ Generation, revealing that the MZ Generation possesses qualitatively different potential. The MZ Generation's advanced structural awareness and digital solidarity capabilities are powerful weapons that the Ah Q Generation lacks. However, amidst the fierce competition for survival and the easy comfort offered by the digital environment, this study also exposes the dangers of complacency over short-term, self-deceptive "spiritual victory." These reflective conclusions clearly demonstrate the validity of the classical reading education model presented in this paper. Ultimately, reflection through "The True Story of Ah Q" gains true meaning when it moves beyond "ridiculing others and Ah Q" to a practical attitude of "first recognizing and reducing the Ah Q within myself." The most important educational and social implications of reading classics lie in recognizing the limitations of blaming others for our failures, turning a blind eye to their misfortunes, and criticizing the system without taking action. In this uncertain future, what we need is not fragmentary knowledge, but the ability to read deeply, interpret, and communicate with the world—in other words, "new literacy." Reading classics is a fundamental and modern process that cultivates critical thinking to clearly analyze complex issues, creativity to propose unexpected alternatives, and communication skills to build solidarity with others. The courageous reflection that confronts "Ah Q within myself" through "The True Story of Ah Q" will be the first step toward breaking free from the shackles of self-deception and growing into a better being.

A Direction of Required Liberal Arts Courses in the Age of Artificial Intelligence : Integrating reading classics, critical thinking, and discussion

Jong Hwan Lee , Kwangsu Mok , Minjung Bae | 2026, (34) | pp.37~79 | number of Cited : 0

The purpose of this study is to explore how required liberal arts courses should be restructured to equip students with the competencies demanded by modern society, using ‘Critical Thinking and Discussion with Classics’ course at University of Seoul as a case study. Required liberal arts courses have evolved in response to shifts in the paradigm regarding the competencies students should acquire through higher education. Courses centered on literary appreciation transformed into communication courses, while courses involving the reading of classics were introduced to enhance critical thinking skills. While some courses combined classical reading with discussion, these had limitations in fostering critical thinking. To enhance critical thinking, students need to learn and practice critical thinking itself—the ability to judge which opinions are more correct and closer to truth. Therefore, in the age of artificial intelligence, required liberal arts courses should be developed and operated in a direction that integrates classical reading, critical thinking, and discussion. Based on this theoretical foundation, starting in 2023, the University of Seoul has offered a required liberal arts course titled ‘Critical Thinking and Discussion with Classics’. To ensure systematic and consistent teaching across numerous sections and instructors, collaborative efforts included a co-authoring textbook and a standardized syllabus. The course utilized classics to teach students critical thinking skills, enabling them to apply these concepts and engage in discussions grounded in classical texts. In survey results from 2023 and 2024, students demonstrated the course's positive impact. Students reported experiencing truth-seeking through discussion, enhanced critical thinking, and that the experience of reading classics and engaging in discussion helped deepen and develop their own thoughts. These results demonstrate that, in the age of artificial intelligence, a course combining classical reading, critical thinking, and discussion effectively fulfills its role as a required liberal arts course.

A Study on a University Writing Course Model Integrating Healing-Oriented Writing and Literary Book Reviews

kang eugene | 2026, (34) | pp.83~105 | number of Cited : 0

Developing an Instructional Model for Korean Language and Culture Education: Focusing on the Sitcom “High Kick Through the Roof”

Sookyung Kim | 2026, (34) | pp.107~142 | number of Cited : 0

Design and Perceived Effects of a Critical Reflective Writing Course Model:A Case Study of a General Education Writing Course at S University

So Young Park | 2026, (34) | pp.143~192 | number of Cited : 0

Educational Justification of K-Star+ PBL “Applied Ethics” Course Based on Habermas’s Theory of Communicative Action

OH, Jinnyoung , Han, Mi-Kyung | 2026, (34) | pp.193~232 | number of Cited : 0

This study examines the pedagogical legitimacy of the K-Star+ Problem-Based Learning (PBL) model, implemented in an “Applied Ethics” course at a university in Busan. Drawing on Jürgen Habermas’s theory of communicative action and discourse ethics, it argues that the K-Star+ design provides a normative framework for deliberative learning in contexts of ill-structured socio-ethical problems. In such environments, traditional didactic lecturing is insufficient for fostering students’ ability to discursively justify claims and coordinate divergent perspectives. The K-Star+ model is a contextualised PBL ecology that integrates Kolb’s experiential learning cycle, edtech-mediated blended learning, and a Student Facilitator (SF) scheme. Methodologically, this study employs a qualitative case approach with phenomenological analysis to explore learners’ lived experiences. The dataset includes 2025 spring semester instructional plans, SF activity reports, surveys, and in-depth interviews. The analysis yields three principal findings: ⒜ K-Star+ PBL constitutes a discursive arena where students’ utterances are examined through Habermasian validity claims (factual truth, normative rightness, and subjective sincerity), framing ethical judgment as a rational agreement achieved through argumentation. ⒝ The SF scheme serves as a vital mediating mechanism that sustains equitable participation and non-competitive coordination, effectively approximating the normative conditions of the ideal speech situation. ⒞ Learners undergo a transition from strategic to communicative action, facilitating intersubjective meaning coordination and reflective self-formation. In conclusion, K-Star+ is a discourse-ethical PBL model that provides a normative horizon for university education grounded in communicative rationality. While offering qualitative insights, further empirical research is needed to validate broader learning outcomes.

A Study on the Introduction of a Flexible Academic System for Establishing a Nomad Learning Ecosystem: Focusing on the ‘Social Innovation Semester’ at K University

Daesik Woo | 2026, (34) | pp.233~260 | number of Cited : 0

A Case Study on the Implementation of Small-Group Instruction in College Writing Courses

Lee Cheong , Su-Jin KIM , KIM SEON | 2026, (34) | pp.261~296 | number of Cited : 0

A Blended and Interdisciplinary Liberal Arts Course Design Model for Enhancing Scientific Literacy : A Case Study of H University

JaeHee CHOI | 2026, (34) | pp.297~329 | number of Cited : 0

This study proposes a blended and interdisciplinary liberal arts course design model aimed at enhancing scientific literacy, based on the university general education course ‘Scientific Life through the Lens of Humanities.’ The purpose of the study is to develop a course model that supports learners’ integrative thinking, collaborative skills, and scientific literacy within a blended learning environment, and to examine its practical validity. The study included 100 students enrolled in two course sections during the second semester of 2024. Data were collected from 15 weeks of online learning activities, offline discussions and presentations, learning journals, and instructor feedback. Three representative weeks (Week 3, Week 11, and Week 13) were selected for qualitative case analysis, and learners’ verbal contributions, idea exchanges, submitted work, and presentation quality were systematically analyzed using a codebook. The results indicate that the integration of online pre-learning with offline discussions and presentations enabled learners to engage simultaneously in self-directed and collaborative learning. Participation-centered activities and the complementary use of online and offline learning environments positively influenced learners’ integrative thinking, collaborative skills, and scientific literacy. The proposed course design model consists of four cyclically connected components: interdisciplinary content design, participation-centered learning activities, a blended learning environment, and assessment and feedback. This model provides practical guidance for fostering scientific literacy and integrative thinking in university liberal arts education and suggests potential for broader application across disciplines, as well as further validation through quantitative evaluation in future research.

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Journal Central

The Journal of General Education 2025 KCI Impact Factor : 2.65

2026, Vol., No.34