A Common Curriculum in Contemporary Korean Religious Education  

Oleh:

Kim, Chongsuh

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 844-848.
Topik: Curriculum; Korean; Religious
Fulltext: Hong Kong-Conference 133.pdf (416.98KB)

Isi artikel

From the latter half of the nineteenth century, Korean middle and high schools established by particular religions1) have respectively used their own religion textbooks: “the Bible” for the Christian-established middle and high schools and “Buddhism” for the Buddhist-established middle and high schools. Most of the textbooks consisted of introductory contents of Christianity and Buddhism on the basis of the Bible and the Buddhist Canons, respectively, despite many revisions. Of course, the old textbooks used by Korean middle and high schools established by particular religions intended to be mission-oriented. It cannot be exaggerated that Korean middle and high schools established by particular religions began to serve modern westernstyle education as a part of missionary work in Korea where only traditional Confucian education was predominant at the time. Because there had been no curriculum to speak of, the schools established by particular religions made their own religion textbooks by referring to the theories and materials related to the religious education that were used by their own religious bodies in foreign countries. Meanwhile, as the modern western-style education became generalized, many secular schools were established and the middle and high schools established by particular religions gradually became a unique minority. Thus, general educational systems were mainly focused on secular (public or nonreligious private) schools. In fact, modern education in Korea originated from middle and high schools that were established by particular religions. They naturally came to be regarded as official educational institutes but gradually they were ignored and were not given any special attention within the Korean educational system.

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