KJCKorea
Journal Central

Background: In our society, the perception of filial piety is facing many changes. The spirit and practice of filial piety is at a time when a new perspective on mutual relations and an alternative for concrete practice must be newly sought in consideration of the changes and trends of the times. The vertical relationship approach, which emphasizes respect for parents and examples for adults against the backdrop of the traditional Confucian society in the past, has limitations in applying it as it is in the rapidly changing social structure and climate in recent years. Therefore, I would like to discuss consideration ethics as an attempt to find the direction of filial piety education for the next generation. Consideration ethics is constructed from a new perspective that reflects women's experiences and characteristics by criticizing that existing ethics have male-centered prejudicial characteristics and emphasizes the mutual context of relationship, care, and empathy. Objective: This study aims to look at new alternatives to filial piety education in a relational context based on caring ethics based on mutual relationships, care, and empathy, away from the one-way filial piety of obedience that has been emphasized in traditional Confucian thought. Methodology/Approach: By examining the modern concept of filial piety and examining the possibility of filial piety education based on caring ethics, the possibility of concrete action plans for this was sought. Results/Conclusion: Noddings proposes moral education methods based on caring ethics divided into modeling, conversation, practice, and confirmation. As a result of examining specific applications in filial piety education, we examined ways to model filial piety practices at home and school and to share filial piety practices through SNS, open conversations about filial piety in caring relationships, experiences of mercy and altruism as a practice for others through volunteer participation, and confirmation of respecting and empathizing with other people's thoughts and opinions. Implications: It is time to think about education from a modern perspective in how to convey the spirit while maintaining the traditional idea of filial piety. Accordingly, it is hoped that more active research on practical filial piety education will continue in the future by reviewing the possibility of filial piety education based on caring ethics and suggesting specific action plans.

Background: According to Cloninger's personality model, factors in the temperament and character affect an individual's cognition, emotion, and behavior independently or through interaction between temperament and character. Through studies using the Temperament and Character Inventory(TCI-RS) developed based on Cloninger's theory, the relationship between temperament/character and psychopathology such as anxiety or depression has been confirmed. However, there is a lack of research to identify the relationship between temperament/character and non-pathological level of mental health experienced in daily life. If the relationship between temperament/character and mental health is identified, it will be possible to help discover and deal with potential risk factors for mental health through individual temperament and character traits. Purpose: The purpose of this study is to examine the affect of temperament and character factors on mental health and to verify the mediating effect of character in the affect of temperament on mental health. Methodology/Approach: The subjects of this study were 330 university students who were surveyed by temperament/character scale and mental health scale, and the effects of temperament/character on mental health and the mediating effects of character were verified using Baron & Kenny's three-step mediated regression analysis. Findings/Conclusions: First, factors that significantly affect mental health were identified as novelty seeking, harm avoidance, reward dependence, persistence, and self-directedness. Second, self-directedness showed a complete mediating effect in‘the relationship between novelty seeking and mental health’and ‘the relationship between persistence and mental health’, and a partial mediating effect in‘the relationship between harm avoidance and mental health’. Implications: This study is significant in that it identified the vulnerability of mental health through temperament and character traits and provided a basis for using self-directedness as a means of intervention in mental health problems.

Background: In the field of lifelong education, a large proportion of the MZ generation is working as instructors. The study of MZ generation lifelong education instructors' perceptions of filial piety has important implications for understanding their interactions with older generations in the field of lifelong education and their influence on teaching methods. Purpose: The purpose of this study is to identify the concept of filial piety and experiences of filial piety as perceived by MZ generation lifelong education instructors, and to provide basic data on filial piety practices from the perspective of lifelong education. Methodology/Approach: For this study, 10 MZ generation lifelong education instructors in K city were selected as subjects, and data were collected through in-depth interviews and observation to apply the qualitative case study method. Findings/Conclusions: The results of the study showed that, first, the perception of the concept of filial piety was identified as honoring elders, filial piety of children, filial piety of teachers, and holistic human nature. Second, the experiences of filial behavior in direct practice were identified as enjoyment through service, overcoming generational differences, and enlightenment through filial experience. Third, the ways to practice filial piety in the field of lifelong education as perceived by MZ generation instructors were identified as developing various programs for generations to participate together, role-playing, and sensitivity training. Implications: Based on the findings of this study, practical interventions to overcome the generation gap with the older generation in the field of lifelong education and to practice filial piety in real life are suggested from the perspective of lifelong education.