Unification Education Research Articles

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education

Development Process of Unification Education Policy: Focusing on University and Society

Purpose: Unification education is greatly influenced by policy depending on its target. This unification education policy has characteristics that vary depending on the target. Accordingly, the development process of the unification education policy was reviewed, focusing on universities and society. Method: This study first reviewed laws related to unification education policy. Next, we looked at the contents of unification education related to these laws. Based on this, the model of unification education was reviewed. Results: In order to increase the effectiveness of unification education policies targeting universities and social education, efforts are needed to analyze and present the characteristics of unification education in universities and society, and to develop unification education by reflecting the characteristics of individual entities involved. These efforts will converge into public value. Conclusion: In order to induce endogenous changes in a positive direction along with the sustainability of our society related to unification education, the results of unification education being developed in elementary and middle schools should be deepened through university and social education, and through this, the unification policy of our society will be improved. The formation of a bottom-up unification policy that allows this to be formed is required. To this end, various policy efforts will be needed to ensure that the currently developing university and social unification education is developed more actively.

충남지역의 19세기말 20세기초 사회운동의 통일교육적 시사 연구

The path to unification is in line with the Donghak Movement, the March 1st Movement, and the peaceful unification movement that must continue today. What can be further strengthened in the future is that the Donghak Movement and the Manse Movement that took place in South Chungcheong Province were a national social movement and at the same time a fierce resistance and peace movement of the independence movement against Japanese oppression. This path of independence is a path of national participation that is consistent with the path to unification today. In this sense, the fact that the spirit of the Unification Movement, the Donghak Revolutionary Movement, the Righteous Army Movement, the March 1st Movement, and the Singanhoe Movement continued to form local movements in the South Chungcheong region shows that the spirit of the local residents was based on long-term independence and independence. Therefore, although the division is prolonged, unification education can be continuously expanded for someday unification and a connection with open discussion can be found.

디지털 미디어 이용자들의 대북한 인식 분석을 통한 평화리터러시 구축 방안 모색

The purpose of this study is to explore ways to build Peace Literacy aimed at unification through the MZ generation's perception of North Korea on the TikTok platform. Unification education must change appropriately depending on the ones being educated and the times. The MZ generation, who grew up in a diverse digital media environment, has an increasing tendency to perceive North Korea as another country rather than as a nation, and the contents of video posts and comments also do not properly view and recognize North Korea. While many video posts introduce daily life in North Korea, comments express vague fears about war. The MZ generation is accustomed to using digital media to understand the world and solve social problems. Therefore, in order to educate the MZ generation about building peace on the Korean Peninsula, digital media should be used as an educational tool. For building Peace Literacy using digital media, first, objectivity must be guaranteed. Second, there must be a change in educational tools. Third, we need to think about what to teach. Peace Literacy with these components will enhance the ability to read, understand, and express(write) the international situation surrounding the Korean Peninsula. It is believed that the Peace Literacy program using digital media will be helpful in establishing unification policy and unification education program because it can be expanded not only to public education in schools but also to adolescents and young adults outside of school.

Development of the Unification Education Program and its Effectiveness Verification for Nursing Students

Development of the Unification Education Program and its Effectiveness Verification for Nursing Students

온라인 기반 통일교육 프로그램 사례와 평가

This study aimed to develop a unification education program related to nursing majors, have nursing college students take the program online through Zoom, and then verify the effects on their awareness of reunification and related aspects of the course. The unification education program consisted of 10 sessions, conducted online for two hour each. Data collected from 33 nursing college students through pre-and post-surveys were analyzed. The results of the effectiveness test on reunification awareness showed significant differences in unification perception (t=9.869, p<.001), North Korea perception (t=6.683, p<.001), security perception (t=2.775, p=.009), and perception of policies toward North Korea (t=5.73, p<.001). Additionally, the students' reactions and evaluations of the program were assessed through the degree of assistance, class attitudes, and class satisfaction. Reflecting the results of this study, a model for future-oriented unification education was presented by reflecting the majors and career paths of college students in order to systematize university unification education that reflects generations.

통일교육 패러다임 전환론의 문제점 분석 및 대안모색을 위한 연구

This study was conducted with the aim of examining the paradigm shift theories of unification education. Each of these paradigm shifts had the following problems. The paradigm shift from security to peaceful unification has issues such as incompleteness of paradigm shift, the still central position of security, and the unclear status and conceptual establishment of the concept of “unification” when transitioning from security education to unification education. The paradigm shift to unification education by various theories of education has a problem either the maintenance or replacement of unification education, and there is also a problem that it does not present the systematic relationship between education and unification education by various theories of education. Following the emergence of post-modernity, the theory of paradigm shift in unification education has problems such as appropriateness of alternatives, appropriateness of application to the Korean modernity, and problems that do not show great difference in content from the existing new paradigm of unification education.
 In order to achieve the correct shift in the paradigm of unification education while overcoming these problems, this study suggests several things as follows.
 First, in the era of post-Cold War inter-Korean reconciliation, unification education needs to achieve a complete paradigm shift from security to unification, which refers to education for “unification” itself, which converts division consciousness to unification-oriented consciousness, and education that seeks to shift awareness from division to unification.
 Second, in order to properly realize the paradigm shift to unification education in various theories of education, such as democratic citizenship education and peace education, it is necessary to include it in the systematic connection of unification education through education theory by and sub-education for unification ideology.
 Third, the paradigm shift to post-division education following the emergence of post-modernity needs to be pursued in the context of inclusion and convergence in unification education.

교과서 집필기준 비발간이 통일교육 개선에 주는 의미와 과제

On December 22, 2022, the ‘2022 Revised Curriculum’ was announced, and on January 27, 2023, ‘Compilation Points to Consider and Certification Standards for the Development of Certification Books According to the 2022 Revised Curriculum’ was published. In addition, the ‘2023 Basic Direction for Unification Education’, the first unification education guideline of the Yoon Seok-yeol government, was published on March 14, 2023. The purpose of this study is to explore the meaning, implications, and challenges of the non-publication of textbook writing standards according to the 2022 revised curriculum in improving unification education. For research purposes, 1) background and reason for non-publication of textbook writing standards, 2) problems with textbook writing standards related to unification education, 3) implications of unification/North Korea awareness and unification education practice for improving unification education, 4) textbook writing standards The meaning and challenges of non-publication in improving unification education were explored.

통일교육 성과 제고를 위한 동기이론적 접근

Is the current unification education influencing the maintenance or change of unification consciousness in our society? As is known from the results of a series of recent surveys related to unification consciousness, the tendency to be skeptical about unification within our society appears to be unusual. Despite laws related to support for unification education and abundant social and material infrastructure, various educational contents are not internalized by each learner and are not driving change in consciousness. This is evidence that despite laws related to support for unification education and abundant social and material infrastructure, the diverse educational content is not internalized by each learner and is not driving change in consciousness. Fatigue from political volatility as well as indifference or resistance to education seem to be having an impact. Motivation is an intrinsic or extrinsic force that leads an actor to act to achieve a certain goal, and it selectively causes certain actions toward the goal and plays a role in actively maintaining that action. Therefore, this article emphasizes that in unification education, the primary focus should be on designing motivation to embed unification issues as daily issues and actively embody unification education. This is because a change in consciousness is possible only through changes in cognitive structure through internalization of education by motivational stimulation.

통일 이미지 인식변화 및 통일교육의 패러다임 전환 필요성

According to a comparative analysis of the recent unification consciousness survey conducted by four unification-related organizations, including the Seoul National University Institute for Unification and Peace, the majority of the people prefer inter-Korean unification, the second phase of the national community unification plan, rather than the rigid unification goal of one country and one system. According to the survey, many people expect and are concerned about excessive unification costs, confusion from social and cultural differences, and conflicts from political and economic system differences in order to reach a unified state, the ultimate goal of the “National Community Unification Plan.” In the rapidly changing era of global diversification, I don't think there's a need to stick to the image of a unified state as a single state system. Many people prefer the image of inter-Korean union-style unification, which meets nationalist demands, pacifist demands, and pragmatic needs but does not have to worry about differences in unification costs, cultural differences, politics, and ideology. Therefore, it is important to present the easiest and most feasible image of unification and to reach social consensus. To this end, unification education must also change its paradigm. Existing unification education has developed a negative perception of unification by calculating its advantages and disadvantages on the premise of a single state, that is, an ultimate unified state, and reinforcing its image. Now, it is suggested that the goal of unification education should be to compare the issue of unification costs, socio-economic, cultural, and institutional differences between the two Koreas, and actively promote and educate the benefits of unification on the premise of the image of unification in the inter-Korean union method of peace and coexistence.

독일 정치교육의 보이텔스바흐 합의 원칙 적용 연구

This research aims to derive insights for the development of our principles for unification education by conducting an in-depth analysis of the application of the Beutelsbach Consensus principles in German political education. To accomplish this goal, we examined the key principle of the Beutelsbach Consensus principles in German political education and analyzed how this principle is applied in practice. Based on this, we analyzed the appropriateness and limitations of applying the Beutelsbach Consensus principles to unification education and derived insights for the development of principles for unification education. Through this research, we propose the following directions for the unification education principles: First, Openness of learning objectives beyond fostering reunification awareness to elevate interest in unification issues that consider learners' characteristics and interests. Second, Balance in addressing both negative and positive aspects of North Korea within the context of understanding North Korea. Third, Integration of individual and societal dimensions in addressing unification issues from both personal and societal perspectives.

윤석열 정부 통일교육지침 ‘2023 통일교육 기본방향’ 의 분석과 대안 탐색

This study analyzes the ‘2023 Basic Direction of Unification Education’, the unification education guidelines of the Yoon Seok-yeol government, and explores alternatives. First, we analyzed the problems by dividing the ‘2023 Basic Direction of Unification Education’ into 1. definition and goals of unification education, 2. key directions of unification education, and 3. contents of unification education. Next, alternatives to overcome each problem are proposed. As a result of the study, a change in the definition of unification education is suggested, starting from recognizing the harmful effects of division in daily life to education that fosters the will and ability for peaceful unification. It is suggested as the goals of unification education, the revision from belief in liberal democracy into discussion of desirable democracy in a unified Korea, open nationalism orientation, expansion to human security as well as military security, and revision to understanding North Korea through synthesis of intrinsic and extrinsic approaches. It is also suggested that the main direction and contents of unification education are reconstructed from the perspectives of understanding the unification issues, understanding the history of Korean division, understanding North Korea, and the future vision of a unified Korea.

‘통일감수성’의 교육적 가능성으로서의 2000년대 이후 한국 아동·청소년 문학 연구

The purpose of this study is to attempt two studies related to unification education. The first is to reflect on the existing concept of ‘unification sensitivity’, and the second is to rethink unification sensitivity in terms of ethics and publicness based on this reflection. The three goals of ‘unification sensitivity’ are as follows. First, we feel compassion by experiencing the suffering of others. Second, develop a sense of identification that the pain of others can become your pain. Lastly, this sense is expanded to include social and public ethical sensibilities. Based on these findings, this paper provided the possibility of ‘unification sensitivity’ education targeting Korean children's literature since 2000s that featured North Korean immigrants. The possibilities provided are as follows: 1. Through Jo Gyeong-suk's novels, we indirectly experience the lives of North Korean immigrants and recognize their suffering. 2. Through Park Gyeong-hee's novels, we re-recognize the emotions of compassion that have been thought to be different between North Korean immigrants and South Korean children, and compare and contrast ‘my pain’ and ‘their pain’ along the same line. 3. In Jeon Seong-hee’s novels, ‘unification sensitivity’, which has been limited to the personal level(in terms of identification with compassion), is expanded to public sensitivity. Expanding the unification sensitivity mentioned in this paper to ethical sensitivity and the public domain can contribute to diversifying not only unification education but also unification discourse.

한국사회의 남남갈등 완화 논의를 위한 노력

The governments of North and South Korea are unable to internally converge on peace and unification. Accordingly, discussions among civic groups in Korean society are requested to seek discussions on the direction for peace and unification unfolding in North and South Korea. In reality, Korean society is in more urgent need of practicing a cooperative approach to inter-Korean reconciliation. Therefore, this study seeks to identify areas where civic groups' perceptions of peace and unification existing in North and South Korea may converge. Through this, Korean society seeks to advance the meaning of peace and unification and the will for integration. The unification movement and various measures of unification education must be strengthened to alleviate South-South conflict. Accordingly, we would like to discuss whether it is possible to seek to alleviate the South-South conflict by understanding the left and right groups that exist in our society, the Pan-National Alliance and the Free North Korea Democratic Alliance

중학교 도덕 검정교과서에 나타난 통일교육의 관점: 통일의 필요성 서술을 중심으로

중학교 도덕 검정교과서에 나타난 통일교육의 관점: 통일의 필요성 서술을 중심으로

북한이탈주민 인권의식 분석을 통한 국내 인권제도 개선방안 연구

The purpose of this study is to analyze human rights awareness and cases of human rights violations among North Korean defectors living in Korea and to identify ways to improve domestic human rights-related laws and systems in order to lay a foundation for improving North Korean human rights in preparation for future unification. This is a study to find out. In the case of North Korean defectors, it may not be easy for them to understand the concept of human rights because they lived as North Korean residents before defecting. Therefore, through an understanding of the possibility of human rights violations during the settlement process in South Korea and the human rights that they have been educated and conscious of directly or indirectly after settlement, we newly analyzed the human rights awareness and cases of human rights violations that North Korean defectors have and the human rights that are currently being applied in our country. There is a need to seek ways to improve related laws and systems, while at the same time establishing a foundation to increase human rights awareness among North Korean residents in preparation for future unification. Specifically, based on the survey conducted by the National Human Rights Commission and the Korea Institute for National Unification, the human rights of North Korean defectors are as follows: the right to physical freedom that may be violated during the investigation phase after entering the country; the right to due process in criminal cases; We examine the「Act on Protection and Settlement Support for North Korean Defectors」and the 「Unification Education Support Act」, which specify adaptation education for North Korean defectors after their settlement in the Republic of Korea, and examine the problems of our country's current human rights system for North Korean defectors. The purpose of this study is to suggest legal and institutional improvement measures to foster human rights awareness among North Korean defectors and prepare for unification.

학교통일교육의 과제와 방향

This study aims to explore the current reality of unification education and find out how to move toward proper unification education in order to find effective ways to increase the awareness of unification, especially among the younger generation. To achieve the goal of the study, the necessity of unification and unification education was investigated from a legal perspective, and the results of the unification consciousness survey targeting the whole nation and the school unification education survey targeting students were compared and analyzed. Through this, the tasks and directions of school unification education were presented. In order for unification education to stand right, the government (Ministry of Education), teachers, and students must all make efforts. The government shall secure class hours for unification education so that unification education can be carried out smoothly in schools, and shall operate training and workshops so that professional and new unification education methods can be carried out. In addition, teachers and students will have to feel that unification is a survival situation facing us and engage in learning.

The ‘prosperity’ principle of the Sustainable Development Goals(SDGs) and unification education

The ‘prosperity’ principle of the Sustainable Development Goals(SDGs) and unification education

Effectiveness of the ‘Untact Unification Education Program’ on the Leadership Development of Unification Awareness of MZ Generation : FGI

This study examines the unification awareness of the MZ generation and develops unification leadership. To extract data of detail, the study of the focus group interview (FGI) included a total of 12 students who took the course throughout the first and second semester of 2021. Necessary procedures were taken to prevent ethical breaches from study participants, and all data were categorized. Through a process of transcriptionAs a result of the study, a total of 12 subcategories with 30 concepts were derived from 4 areas of categories. Namely, research results, significance as a liberal arts subject, positive perception of unification, negative perception of unification, leadership cultivation through education and vision design (there are more than 4 categories listed). Through this study, a plan for unification education was derived and proposed to raise awareness of unification for the development of leadership competency.

An Analysis of the 2022 Revised Curriculum from the perspective of school peace and unification education

An Analysis of the 2022 Revised Curriculum from the perspective of school peace and unification education