본문 바로가기
  • Home
Basic Search

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

  • The Journal of General Education
  • 2026, (34), pp.143~192
  • DOI : 10.24173/jge.2026.01.31.5
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : December 22, 2025
  • Accepted : January 13, 2026
  • Published : January 31, 2026

So Young Park 1

1숭실대학교

Accredited

ABSTRACT

This study developed an instructional model for critical reflective writing by applying Pamela Bolotin Joseph’s (2019) concept of ‘moral imagination’ to a general education writing course at S University. Furthermore, it investigated the effectiveness and practical applicability of the model through an analysis of survey responses from participating learners. Critical reflective writing is a process-oriented approach in which empathetic understanding of others and critical analysis of social structures are integrated to foster an integrated reflection on the self and the world and to generate actionable alternatives. In this study, the five components proposed by Joseph (2019)—moral perception, moral emotion, ethical reasoning, critical reflection, and visioning—were translated into stage-based writing activities to construct the instructional model. The overarching writing theme was set as “climate justice,” drawing on the World Economic Forum’s Global Risks Report 2025. This study has educational significance in that it presents a process-oriented writing model that strengthens learners’ integrated reflection by using each component of moral imagination as complementary, core elements that cut across the entire writing process.

Statistics

  • 145 Viewed
  • 0 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2025 are currently being built.

Basic Search Advanced Search