Liberal Arts Curriculum Research Articles

Music as a Liberal Art: The Poetry of the Universe

This article explores the place of music in the classical liberal arts curriculum, which consists of the trivium (the arts of language) and the quadrivium (the arts of number). Music is part of the quadrivial disciplines and studied as applied arithmetic. However, as argued in this article, it is also a bridge to the discipline of rhetoric, which is part of the trivium. The article begins with a brief review of St. Augustine’s De Musica, the first in a planned (but unrealized) series of dialogs on the value of the classical liberal arts to the emerging Christian culture of Antiquity. It proceeds to a discussion of music and its relation to the contemporary American liberal arts curriculum. Two case studies follow that address the ontological reality of music as a time-bound medium, and attempts to mute this reality in the service of creating a sense of timelessness. Thus subsuming the temporal into the Divine–what Augustine called “a poem of the universe”. The first case study is Dante Alighieri’s Paradiso, which is a journey through the heavens with each planet representing one of the seven liberal arts as preparatory to the Beatific Vision. The second case study focuses on J.S. Bach’s attempts to create a sense of timelessness in the St. Matthew Passion by the use of musical forms and musical rhetorical devices that tend to abolish time. The article concludes with suggestions on how teachers can use 20th and 21st-century movements in Western art music as pathways to appreciate music’s pivotal role in the Catholic liberal arts tradition.

코로나19상황에서의 대학 교양교육과정에 대한 학습자 요구도 탐색

Objectives The purpose of this study is to analyze learners' perceptions and necessity of the university liberal arts curriculum at the time when the government's COVID-19 prevention policy was in full swing. For this purpose, 475 students taking liberal arts courses at A Univ. located in the metropolitan area were evaluated on their experiences of taking liberal arts courses, awareness and necessity of lecture structure, learning activities, academic achievement, academic achievement, and evaluation. Methods As an analysis method, as a result of examining the requirement ranking by factor through the Borich’s Requirement Formula and the The Locus for Focus Model, it was found that there was a statistically significant difference in the t-test for importance and current level. Results First, the content showing the highest trend among the teachers' requests for lesson design perceived by learners was the composition of various theoretical lectures and learning activities tailored to liberal arts subjects. Second, it is necessary for teachers to improve students' ability to solve problems and think through liberal arts classes, and to have frequent opportunities for mutual communication between professors and learners. Third, students perceived positively both at the current level and importance in relation to the liberal arts class grade evaluation. Fourth, students gave an overall positive evaluation of the current liberal arts curriculum. Conclusions The researcher first needs to reinforce the lesson design that can communicate well with each other regardless of the type of class in order to increase the educational performance and effectiveness between professors and learners. It was suggested that universities and professors are required to prepare a standard system that can autonomously design lessons according to new lesson types and monitor learners' learning performance.

코로나19상황에서의 대학 교양교육과정에 대한 학습자 요구도 탐색

Objectives The purpose of this study is to analyze learners' perceptions and necessity of the university liberal arts curriculum at the time when the government's COVID-19 prevention policy was in full swing. For this purpose, 475 students taking liberal arts courses at A Univ. located in the metropolitan area were evaluated on their experiences of taking liberal arts courses, awareness and necessity of lecture structure, learning activities, academic achievement, academic achievement, and evaluation. Methods As an analysis method, as a result of examining the requirement ranking by factor through the Borich’s Requirement Formula and the The Locus for Focus Model, it was found that there was a statistically significant difference in the t-test for importance and current level. Results First, the content showing the highest trend among the teachers' requests for lesson design perceived by learners was the composition of various theoretical lectures and learning activities tailored to liberal arts subjects. Second, it is necessary for teachers to improve students' ability to solve problems and think through liberal arts classes, and to have frequent opportunities for mutual communication between professors and learners. Third, students perceived positively both at the current level and importance in relation to the liberal arts class grade evaluation. Fourth, students gave an overall positive evaluation of the current liberal arts curriculum. Conclusions The researcher first needs to reinforce the lesson design that can communicate well with each other regardless of the type of class in order to increase the educational performance and effectiveness between professors and learners. It was suggested that universities and professors are required to prepare a standard system that can autonomously design lessons according to new lesson types and monitor learners' learning performance.

대학 융복합 비교과 프로그램 ‘강의페어링’의 운영에 관한 연구

The purpose of this study is to present the operation contents and results of ‘Lecture Pairing’, a convergence extra-curricular program at K University. The program is to develop creative results by pairing the liberal arts and major courses that K University students have taken and expanding them into convergence ideas. Students consulted with the professor in charge of the program when there were questions or discussions regarding the preparation and submission of reports (intermediate, final). In this study, from the 2020-2 semester to the 2021-2 semester, the progress of the program, and the satisfaction of student participation in the last three semesters were presented. The selection was conducted by a total of 5 professors in charge of liberal arts subjects including convergence areas. The evaluation criteria were content fulfillment, systemicity, originality, and convergence according to the purpose of this program. Looking at the results of the operation, the students had the experience of deriving new and creative results that they had never done before, and their satisfaction with the activities was highly evaluated. On the other hand, the limitations of the operation were that there were not many applicants due to the Corona 19 situation, busy academic schedule, and uncertain possibility of awards. Through this study, it will be possible to confirm the future direction of the operation contents and methods of the convergence extra-curricular program linked to the liberal arts curriculum of the university.

Pursuing Truth: How Gender Shaped Catholic Education at the College of Notre Dame of Maryland by Mary J. Oates

Reviewed by: Pursuing Truth: How Gender Shaped Catholic Education at the College of Notre Dame of Maryland by Mary J. Oates Katherine A. Greiner Pursuing Truth: How Gender Shaped Catholic Education at the College of Notre Dame of Maryland. By Mary J. Oates. Ithaca, NY: Cornell University Press, 2021. 284 pp. $19.95. Pursuing Truth: How Gender Shaped Catholic Education at the College of Notre Dame of Maryland, tells the story of the first Catholic college to offer baccalaureate degrees to women: the College of Notre Dame of Maryland. Founded by the School Sisters of Notre Dame in 1895, the College of Notre Dame’s tumultuous yet triumphant history sheds light on the ways in which gender shaped its approach to education, mission, and religious identity. In her thematic approach, Mary J. Oates explores how the college differentiated itself from other elite colleges for women, like Smith and Vassar, and navigated the complicated attitudes regarding gender and women’s education within the Catholic Church. Oates examines how the School Sisters of Notre Dame founded, governed, and financially supported the college. While other colleges for women were primarily led by men, Catholic women’s colleges like the College of Notre Dame, depended on the leadership of women religious. As “the living endowment,” the sisters were the heart of the college, serving as presidents, deans, faculty, and, as Oates reports, even the janitorial and service staff. However, Oates argues that the inherent sexism in the Catholic Church undermined the power women religious had over their institutions. The 1917 Code of Canon Law brought more restrictions to convents, the congregation struggled to develop a full faculty for the college and had to depend on a relatively large number of lay faculty to serve at the college, creating various tensions and adding financial strain to the college. [End Page 80] Oates also explores how gender influenced curricular and pedagogical decisions at the College of Notre Dame. Faced with the ever-changing expectations of the proper education for a “good Catholic woman” as well as practical considerations for the students entering the workforce, the leaders of the college remained committed to its liberal arts curriculum. Oates argues that this differentiated the College of Notre Dame from other Catholic women’s colleges that focused on vocational training in occupations deemed suitable for women such as education and nursing. The latter half of the twentieth century brought new challenges to Catholic higher education, particularly the women’s colleges. Receiving little to no financial support from diocesan leadership, the administration of the College of Notre Dame turned to federal funding to support their students. Yet, the legal question of whether federal monies could support Catholic institutions was not yet decided. Colleges like Notre Dame had to figure out how to remain both Catholic and yet non-sectarian. The move to sponsorship model and board structures more distanced from the religious congregation helped to achieve this. Additionally, in order to address their own financial struggles, Catholic men’s colleges began to admit women, raising difficult admission challenges for the Catholic women’s colleges. Nevertheless, the College of Notre Dame, now Notre Dame of Maryland University, survived. Pursuing Truth is thoroughly researched, well-organized, and beautifully written. Oates presents a complicated institutional story with clarity and precision. Her compelling archival research provides vivid insight into the day-to-day operations and culture of the institution that was so profoundly shaped by the convent culture of the School Sisters of Notre Dame and the institution’s commitment to educating women. She presents the various sisters who led the college as complex individuals, capable and visionary, with their own flaws and limitations struggling to steer the college through a myriad of ecclesial, social, and financial challenges. Refreshingly, Oates does not over-romanticize convent life or the bygone days of American Catholicism. For example, Oates presents the problematic class divisions in the convent that directly influenced divisions within the student body. In the same chapter, Oates rightly points out how systemic racism and racist attitudes among Catholics in Maryland, perpetuated segregation at the college until 1951. It is imperative that scholars continue to examine the ways classism and racism have shaped the history...

A Case Study of the Liberal Arts Curriculum at a College of Lifelong Education for Adult Learners

This study aimed to explore the operation case of the liberal arts curriculum found at ‘A’ university, a long term participating university of the ‘Lifelong Education at Universities for the Future Education Project.’ For this study, qualitative research methodology was used and the data collection for this study was conducted for five months. As a result of the study, we found that ‘A’ university, like other universities involved in this project, has been trying to establish a flexible academic system, such as a RPL (Recognition of Prior Learning Experience), on-line education, night and weekend classes, and blended education. Moreover, ‘A’ university recently made a progress in preparing a liberal arts curriculum, tailored to adult learners as it took into account the age of adult learners and the level of their basic academic ability. However, several problems were also found in the process of introducing this type of liberal arts curriculum. The first problem was the university’s top down operation with administrative practices. And The second problem involved issues pertaining to quality in the management of the liberal arts curriculum. These findings were consistent with the recent concerns raised in previous studies. The results of this study suggest that universities participating in the ‘Lifelong Education at Universities for the Future Education Project’ need to consider the gap between the ideal goals found in the project and the realistic needs of adult learners enrolled in a liberal arts curriculum.

Current Status and Development Plan in the Area of Character Education at Universities

In this study, character education, which has a deep origin in the educational history of both the East and West, began to be newly illuminated in the 4th Industrial Revolution and AI era. In line with the trend of the times, this study was conducted as a basic study to review the role and meaning of university character education and to redefine its status. The demand for character education is on the rise, with several universities in Korea already opening and operating subjects related to character education as essential subjects. The Center for Liberal Arts Education has established a literacy education area and has presented it as a standard model for basic liberal arts education. But there is a sense that both the concept and meaning in the education area have not yet been sufficiently disseminated. In light of this problem, this study explored the direction that the newly established status in the character education field is taking. To this end, the research trend of university character education was analyzed, and a survey was conducted on those in charge of liberal arts education in the university’s education field. In addition, a focus group interview (FGI) was conducted for nine liberal arts education policy experts. As a result of examining the research trend of literacy education, universities perceived that character education is mainly related to cultivating basic or practical skills in the chosen fields or majors of the students. Thus, it proved to be different from the area of character education that aims for personality education. However, as a result of a survey conducted by a person in charge of liberal arts education at domestic universities, 31.4% were already applying to the area of character education, and this number increased by 7% from the previous survey. In addition, 34.3% of the respondents said that the basic framework of the liberal arts curriculum of the “Standards Plan” was already accepted and had entered the settlement stage at many universities. As a result of the FGI, a liberal arts education policy expert sympathized with the importance of character education, but there were divided opinions for and against classifying it into character education areas. Based on the results of this study, it is suggested that both the details of the current status and a subject analysis in the area of character education being conducted at domestic universities need to be conducted as a follow-up study.

Foucault's Formative Years

Foucault's Formative Years Paul Allen Miller (bio) Review of Stuart Elden, The Early Foucault, Cambridge Polity Press 2021. xiv + 280 pp. Stuart Elden has become the definitive chronicler of Foucault's intellectual evolution. The Early Foucault is the third in what will ultimately be a four-volume history. The series began with Foucault's Last Decade (2016). While the first volume was originally intended as a stand-alone work, it immediately became clear to the publisher and the reviewers alike that this approach should be extended to the whole of Foucault's intellectual life. Elden has created what is in effect a kind of Bible for Foucault scholars, a series of works that any serious student of Foucault simply must consult. Elden is careful not to call his work a biography to distinguish it from the admirable work of David Macey and Didier Eribon on the life of Foucault as well as the gossip-filled scandalmongering of the regrettable James Miller. Elden focuses on Foucault's published work, not in terms of a close reading of his texts, although he is a more than competent interpreter, but in terms of how they came to be, on their intellectual genealogy. How did arguments come together? Who were Foucault's interlocutors? What sources did he consult? Elden's work in the Foucault archives housed in the Bibliothèque Nationale as well as those found in the Institut Mémoires de l'Édition Contemporaine is extraordinarily thorough and meticulous. For the present volume he has also consulted archives in Uppsala and Hamburg, where Foucault worked in the 1950s, and the personal archives of such early mentors as Louis Althusser, Georges Canguilhem, Georges Dumézil, and Jean Hyppolite. Elden does not ignore issues in Foucault's personal life, but he explores them only to the extent that they are relevant to his oeuvre. Thus, in the current volume there is a short discussion of Foucault's relationship (1953–55) with the young serialist composer Jean Barraqué, but the focus is on their mutual intellectual influence, with particular regard to Foucault's early interest in Nietzsche. Foucault would later observe that Barraqué's and Boulez's serialist music had an analogous effect on his intellectual formation to that of Nietzsche himself, creating a "rupture in the dialectical universe" (124). [End Page 343] The telos of this volume is the writing of Foucault's major thesis for his doctorat d'État, what would eventually become known as Histoire de la folie or, according to the greatly abridged version that was first translated into English and was long the only version available, Madness and Civilization. The story begins in 1945 when Foucault moved to Paris and matriculated at the Lycée Henri IV, where he enrolled in the preparatory course for the entrance exam for the École normale supérieure (ENS) and first encountered the great Hegel scholar Jean Hyppolite, who was briefly his instructor in philosophy there. At Henri IV, Foucault studied a comprehensive liberal arts curriculum that focused on philosophy, literature, and history in French, German, Latin, and Greek. He entered the ENS in 1946 and was awarded a licence in philosophy in 1948 and a second in psychology in 1949, with an advanced diploma in general psychology from the Paris Institut de Psychologie that same year. This pairing of the disciplines set the intellectual agenda for Foucault for the following decade, as he both deepened and expanded his philosophical knowledge and gained theoretical and practical knowledge of psychology, psychiatry, and psychoanalysis. Elden provides thorough coverage of the scope of Foucault's philosophical education, detailing each of his professors and their respective specialties. In 1949, Foucault submitted the equivalent of an MA thesis on "The Constitution of a Transcendental in Hegel's Phenomenology of the Spirit" under the direction of Hyppolite. He then immediately began studying under the direction of Althusser for the aggrégation, the national exam given each year that qualifies you to teach philosophy, which he passed with high marks on the second attempt, in 1951. He began his teaching career in 1952 with an appointment in Lille, while also lecturing at the ENS. Elden reconstructs the substance of Foucault's...

The Actual Operation of an Institution-University Collaboration Extracurricular Liberal Arts Program －Focusing on Local Community Problem-solving Living Lab Activities Cases

The purpose of this study aims to operate an extracurricular liberal arts program that combines (combines a Living Lab with what? An object is needed here), a “Living Lab” (a problem-solving innovation platform used worldwide), and to ensure the possibility of a university liberal arts curriculum in the form of collaboration with institutions and universities. In order to derive practical Living Lab cases, major institutions of the local society and universities linked together to highlight community issues and implemented a joint team activity involving local residents (from the village community), as well as college students (from Living Lab clubs) as the subjects for problem-solving. The local community collaboration Living Lab activity was judged to be a comprehensive competency activity that can evenly develop all the capabilities of the core competency indicators of college students, and at the same time as a comparative and cultural program that proved valuable as a means of collaboration with the local community.</br>The institution of the local community where the university is located has proposed a collaborative project between participating students and supervisors (mentoring) of the university in conducting a joint Living Lab project, with a local community of residents. The aim of this ambitious project was the re-promotion of areas in crisis through the collaboration with local communities in the hopes of making use of non-face-to-face IT technology that can help residents and students alike overcome the challenges presented by the COVID-19 situation, and ultimately create a driving force behind innovation. The university decided to participate in the project together with the purpose of fostering talents who can carry out “communication and convergence” that connects universities, students, residents, and institutions beyond generations and regions.</br>As mentioned earlier, Korea's Living Lab is currently in an early stage of development compared to that of Europe and other participating regions. But since there is no systematic theory or formalized method for implementing such Living Lab programs, formative research is needed using new attempts and examples rather than following proven theories and methods. In particular, in order to apply this project as a university extracurricular liberal arts program, efforts were made to establish of a more stable university Living Lab comparison program model before the actual operation stage and result verification stage were added through (a) the tangible design stage and (b) the course design stage. was put in.</br>In the event that this type of Living Lab extracurricular liberal arts program is conducted as a “content development type program through activities,” other types of cases such as a “policy proposal program through discussion” or a “mixed policy proposal and content development program” could be sufficiently expanded upon to create multiple educational effects. We aim to complete this program with follow-up studies, and by more closely designing the program and verifying its educational effects.

고등학교 <경제 수학> 과목의 금융 분야에 대한 비판과 제언

In this article, we have analyzed the financial contents in high school <Mathematical economics>, first introduced by 2015 Amended Curriculum, from the curricular integration perspective by comparing them with those in 2020 <Elementary and secondary standards for financial education> by Financial Supervisory Service and Korea Institute for Curriculum and Evaluation, 2015 <Social studies curriculum>, 2015 <High school liberal arts curriculum>, and 2015 <Home economics and information studies curriculum>. Through such analysis, we have pointed out some limitations of the financial contents in high school <Mathematical economics> and have offered an alternative for them. The limitations we have found are as follows: firstly, high school <Mathematical economics> is not well integrated to <Elementary and secondary standards for financial education> and the other subjects because it only deals with savings but not investments while the others deal with both. Secondly, it confuses pensions and annuities causing misconception. Thirdly, its contents on annuities and perpetuities are not realistic. As a concrete alternative for such criticism, we have suggested that the subject should include valuation of stocks and bonds instead of annuities and perpetuities. And we have further shown that we do not need additional mathematical concepts in this case because valuation of stocks and bonds is also an application of geometric series and infinite geometric series just as that of annuities and perpetuities and that we have the additional educational benefit of enhancing integration with the differentiation chapter in the subject by differentiating bond prices with the differentiating techniques allowed in the subject.

New Liberal Arts Construction and Education Reform

The new liberal arts education is a hot topic in the current education reform. Around the new liberal arts curriculum construction and reform, universities and government departments are actively involved in it. There are obvious differences between liberal arts and science and engineering majors in talent training objectives, enrollment quantity, employment market, etc., as well as in training mode, teaching method and value building. In the face of more and more global crises, education should play a role in promoting the integration of liberal arts and other disciplines, and integrate humanistic spirit and value into knowledge system, interdisciplinary thinking and curriculum, which will help to solve a series of problems caused by the opposition between arts and science.

The Necessity and Method of Death Education as a Liberal Arts Subject

The purpose of this essay is to create and promote a discourse on how to develop and operate convergence education within the liberal arts. Currently, the liberal arts curriculum is suffering from considerable difficulties caused by the logic of capital that has penetrated into universities. In such a crisis situation, death education can be an important motive for restoring the value of liberal arts. Students must one day face their own death. In the face of existential and ontological death, students are forced to ask the most valuable and meaningful questions in life, and these questions contain the classic essence of the liberal arts.Death has a very complex and multi-layered nature that can not be dealt with only by a single major subject. In order to fully and deeply deal with death, convergence education is needed. As death is a mirror that reflects life as a whole, it is necessary for us to review carefully the various and opposing views and positions on death together. Therefore, rather than having one professor in charge of death education, it is much more effective for many professors with different majors to participate in the lecture as possible. Seen in this light, a lecture on ‘Life and Death’ as an example of convergence education in the liberal arts is presented. By participating in free and open discussion about the problems of life and death without trying to provide only one right answer, students can gain a broader perspective on human beings and the world, as well as have an opportunity to reflect on their own lives and make independent decisions.

A Study on the Development of Evaluation Criteria for Quality Management of General Education Curriculum

This study was conducted to develop evaluation criteria to manage and improve the quality of the university's General Education curriculum. To this end, the evaluation area and evaluation criteria for the management of the quality of education were first derived through literature research. The evaluation tool obtained feasibility of feasibility verification and research results through two revised Delphi surveys (N=10). as well as through meetings with practitioners(N=7) in charge of quality management of the liberal curriculum. The results are as follows. First, this study developed a systematic evaluation criteria for the entire curriculum, such as curriculum development, support, operation, performance and improvement, rather than fragmenting the curriculum based on the CIPP evaluation model. Second, this study applied modified Delphi techniques to manage the quality of the General Education curriculum to derive a total of seven sub-items and 17 evaluation criteria. Also, the content feasibility (CVI) and inter-evaluator agreement(IRA) results developed evaluation criteria with a validity score above 0.80. Based on these findings, the university presented measures and implications for managing the quality of the liberal arts curriculum.

A Study on the Direction of AI Liberal Arts Education Based on the AI Perceptions of Freshmen in University

In the era of the 4th Industrial Revolution, AI competency is essential not only for computer majors but also for non-majors. Therefore, AI courses are being offered as liberal arts education for non-majors at universities. Compared to designing a curriculum for AI majors, when designing an AI curriculum for non-majors their experiences and perceptions of AI must be taken into account.The purpose of this study is to examine the direction that the design of a liberal arts AI curriculum needs to take by examining the experiences and perceptions of AI among freshmen at university. A survey was conducted on 286 freshmen enrolled in the Humanities, Social Studies, and Arts departments of P University at the beginning of the first semester of 2021. The questionnaire consisted of questions to determine the degree of experience the students had with AI, as well as questions to determine their overall perception of AI. Based on the results of the survey, the correlation between their AI experience and their perception of AI was also examined. Furthermore, we considered the direction that AI liberal arts education should take for non-majors in universities. I hope this study will help us better design an AI liberal arts curriculum.

Trend of Korean Research Papers Related to Nursing Department Curriculum(2011∼2020)

Purpose : The purpose of this study is to systematically verify research related to the curriculum of the nursing department over the past 10 years through a literature review on the subject area. Method : This study was conducted using the scoping review to identify research trends from January 2011 to December 2020 targeting 11 papers published in domestic journals on curriculum-related topics in the nursing department. Results : As research topics, 3 studies on competency-based curriculum (27.2%), 2 studies on curriculum analysis and operation (18.2%), and 2 studies on curriculum development (18.2%). Two studies related to cultural competency (18.2%), one study on program learning outcomes (9.1%), and one study on the liberal arts curriculum (9.1%). Conclusion : Due to recent changes, abundant medical knowledge, and the expanded role of nurses, a change in the curriculum is essential. Consideration of the learning outcomes, which are the characteristics of the nursing education certification and evaluation system, major subjects and liberal arts subjects should be rationally developed and operated. For the development of nursing education, it is necessary to identify the educational needs and necessary competency of nurses through continuous research using various research methods, and to develop, operate, and evaluate subjects systematically.

Current Status and Prospects of ‘Literature’ Education as a Liberal Arts Curriculum of Universities

This article seeks ways in which to educate literature as part of the liberal arts curriculum for universities. In response to changes in the university's curriculum and system, this article examined the current status of liberal arts “literature” courses, Also, this article explored the methods used in the teaching of literature courses as basic studies. Literary works have been used as useful teaching materials in early writing education, and classical texts have achieved their goals by utilizing proven literary works. In cultural education, literary works are also used as a primary source and as part of media education. In terms of the university system, the Humanities departments have begun to disappear. Literary education has resulted in a situation in which liberal arts have to take charge, and so now it is necessary to ask questions regarding the identity of literature and to examine the methods of teaching literature education. Before this article discussed the methods involved with literature education as a basic study, we looked at the prior discussions on literature education as liberal arts education. Interest in literature education began in the mid-1980s, and research became active around 2010. Interest in and research on literature education as liberal arts education has also been gradually increasing, and a series of facts suggest the legitimacy of literature subjects as basic studies, along with a willingness to actively communicate with the changed educational environment. In order to better understand the methods of teaching literature education at the university level, this article examined the link between secondary and university education. The current secondary education curriculum was revised in 2015, and both secondary and higher education implement competency education for talent development required by the times, and the ultimate goal is the same. However, since literature must reach the achievement standards designated through textbooks in the middle school curriculum, there is a limit to internalize the literature. Literature education in universities shall take into account the university's talent award and educational goals, but may develop literary skills by maximizing the experience of actively interpreting and enjoying literature through various teaching methods. In liberal arts education at universities, literature courses should be able to capture academic universality and achievements as basic studies. Literature courses should be teach to read the narratives of media that form diverse cultures and cultivate interpretations that can allow our students to discover the value of the times in which they live. The particular language of literature should be understood and the theoretical basis for understanding and enjoying the flow of human history and civilization should be taught through Mimesis (reenactment), narrative and plot, point of view and the speaker, critical methodology, and the literature itself. Through a self-reliant and active interpretation of the work, one should be able to identify the literary principles embodied in the work, and tell what discourse the work has created in the lives of one's contemporaries.

Development of a Basic Liberal Arts Curriculum Related to Coding to Strengthen Core Competencies －Focusing on Python programming basics

Today's university education derives the core competencies of future talent. In addition, in order to strengthen these targeted core competencies, teaching and learning methods and educational evaluation methods are being studied through various approaches. Within this trend, the need for performance evaluation is being emphasized more in a curriculum that requires technical, procedural, and experiential knowledge in order that it might be evaluated in connection with core competencies, such as coding education. Also, the need to develop a rubric that can guarantee the reliability of the results as an objective standard to evaluate performance is growing. This study develops a core competency convergence rubric to strengthen the core competency targeted in the coding-related basic liberal arts curriculum. Furthermore, by actually applying this rubric, we hope to closely examine the appropriateness and effectiveness of this developmental tool. The subjects of this study were 59 students who responded to the questionnaire after taking coding-related courses in the first semester of 2021. The questionnaire prepared, distributed, and obtained in the Google questionnaire environment was used as analysis data. As a result of the quantitative questionnaire analysis, we found that the positive perception among the students was high in terms of their improvement of creativity and convergence thinking, which was achieved by linking the curriculum and the core competencies, along with the effectiveness and suitability of the developed rubric. In the qualitative analysis, we found such effects as: “direction guidance”, “performance standard(standard)”, “improvement of task completion”, “excellence of approach”, “self-inspection tool” and “providing psychological satisfaction”.

Comparison of teacher agency for collaboration within and across curriculum teams

ABSTRACT Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning.

A Case Study on Linking an Extracurricular Program with a Liberal Arts Curriculum through the Work-oriented and Ecological Education

A Case Study on Linking an Extracurricular Program with a Liberal Arts Curriculum through the Work-oriented and Ecological Education

A Study on the Operation of Liberal Arts Curriculum Based on Core Competencies －Focusing on the Case of N University

This study is a case study regarding the operation of the liberal arts curriculum based on core competencies. It was conducted to explore the developmental direction of the competency-based curriculum. The study investigated the trend in the changes of the competency-based curriculum of N University, as well as the actual conditions and demands of the faculty’ capacity-based curriculum operation.<br/>N University's competency-based education has grown through a three-stage transformation process. The quality of education has been managed by diagnosing the effectiveness of competency-based education at the curriculum level through competency matching with the competency of the subject. While professors are highly aware of the necessity of competency-based education, they are relatively inadequate when it comes to teaching various curriculums. Therefore, for the purpose of competency-based education, it is necessary to diversify the curriculum.<br/>The professor was engaged in the following activities to operate the competency-based curriculum: student-centered class preparation and activity-oriented teaching methods, one-on-one feedback and guidance on activity experiences, observation and activity-oriented competency evaluation, and curriculum improvement plans reflecting student opinions, etc. Through the exploration of this process of change, and based on the recognition of the professors, suggestions on educational policy, educational content, and educational methods were made.<br/>The purpose of this study was to demonstrate that a specific case of competency-based education at a certain university, along with the perception of professors with competency-based education experience, suggests the direction in which competency-based education is heading.