Abstract
This study aims to reflect on the results of the operation of the philanthropy design project for practicing social justice and to provide implications for practicing social justice through art education. Art education as a practice of social justice is not an exploration of beautiful colors or shapes, but a practice linked to life that continuously communicates and solves problems that can become social issues. Accordingly, through the philanthropy design project, problems are found in socio-cultural aspects, public interests are pursued, and problems are solved with novel and original designs. In particular, this study was designed to provide in-depth education by organically linking the content elements of knowledge and understanding, process and function, and value and attitude in the 2022 revised curriculum, ‘Teaching and Learning in School Curriculum Design and Operation.’ In the first stage (emotion), the class was developed as a student- participatory class, which provided students with a deep experience related to life. In the second stage (cognitive) area, the procedural knowledge of process and function enhanced cooperation and creative problem-solving skills, and in the third stage (behavioral) area, the ability to practice social justice linked to life was demonstrated by internalizing it in terms of values and attitudes.
Published Version
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