Earticle

We are now faced in 'crisis of education'. One of the criticisms as a crisis of education is that our educational systems do not efficiently function to teach the students to be humanized. In order to solve such distorted educational problems, we have to change our educational philosophy from the mechanic-scientific as well as compartmental perspectives on education to the integrative-holistic perspectives on education, in which can be simultaneously internalized the intelligent quotient, spiritual quotient, emotional quotient, moral quotient, and social quotient etc. to the students' mental set and behaviors. In this context, it was recently suggested the holistic education as a new paradigm of education. The purposes of this paper are: First, it was examined what the backgrounds and phenomena of educational crisis are. Through the literature review, it can be said that such educational crisis are derived from the mechanistic approach rather than holistic approach to educational practices. Second, Humanistic education theory was also reviewed in comparison with the holistic education viewpoint. Third, it was analyzed the concept of holistic education and its implications to educational practices. Forth, it was identified the principles of holistic education, humanization and learning characteristics with respect to the humanistic education, theoretical framework and principles of instructional methods according to holism. Finally, it was discussed some current issues and problems of holistic education. Further, it was suggested several points how to enhance the academic identity of holistic education and development directions of holistic education as well.

This article is to investigate a meaning of Holistic Education Movement in the perspective of spiritual education. In order to achieve the purpose of the study, this article will be focusing on the understanding of knowledge in Waldorf education, in particular, "the experience of knowledge" in its educational practice in contrast to the conception of knowledge in modern education. Here, relying on a historian of American Education at Columbia University, Douglas Sloan's critique of the conception of modern knowledge, the questions of what the consequences of this view have been, and with what methods Waldorf overcomes the problem of the narrowing of knowledge and knowing, will be asked in order to consider where our spiritual education has been and should go. Sloan specifies the assumptions that implicitly or explicitly portray the educational problems of the century. Many of the difficulties in modern education derive from the problem of knowledge caused by its narrowing perception and conception. Waldorf education makes the gaining of knowledge a full-fledged human experience. By helping the child to "experience" knowledge that encompasses his body, soul, and spirit, Waldorf education contributes to appreciation of the dignity and the individuality of the growing child. The comprehensive understanding of the child's development from kindergarten through high school makes Waldorf education advance the holistic experience of knowledge through one's willing, feeling, and thinking. As Douglas Sloan writes, "The possibility of a living, harmonious, and meaningful world can only be grasped and realized by a thinking and knowing that are themselves living, whole, and engaged." The education reform we need most today specially in spiritual education is a radical renewal of our thinking that brings us back to the original contact of human being with the world. In this regard, the Waldorf experience of knowledge that is living, whole, and engaged should gain special attention in the current holistic educational reform movement.

This study is to ascertain the applicability of learning organization by an alternative plan of existing paradigm to the school settings. For 21st century, school organizations need to acquire new information, process it, make it a new knowledge creatively, shared it with all faculty within the school, further to apply it to their real job settings promptly. Accordingly learning organization is a system that creates new values, which is focused on changes. also it is holds a learning models in common in every dimension. The individual enterprise try to cope with a change in economic circumstance, but public organization doesn't. The researcher investigated definitions and characteristics of learning organization from varying scholars' point of view, and the concepts of the four core factors to build the learning organization: structure, technology, person, task. The findings noted that the initial object of change in education is not students, the classroom, or the system; it is the attitudes and conceptions of educators themselves. this remind that education is not a matter of things; it is a people situation Not just administrator, parents, community but also the groups of people that most influence on learning in school- the educators and learners.

The aim of this study is to make certain of the problem of the whole-being education and to take a measure to solve the problem. Chapter one provides a brief introduction of the paper. Chapter two explores forms of whole-being education and paradigm shift. Chapter three explores the problem and contents of whole-being education. Chapter four explores the problem of whole-being in current curriculum. Chapter five explores orientations of 21st century whole-being education. The holistic approach has been recognized alternative one for the 21st world view is explored. Chapter six summaries main findings produced in each chapter and a recommendation.

Environmental education, as integrated process, will provide a vision for holistic education. In environmental education, there is a number of connection with subject matter for the holistic curriculum. This study includes the investigation of the goal and four area of rethinking environmental education, and the list of learning/teaching materials for environmental education. First, the goal of environmental education is ‘environmental literacy.' Second, there will be various application of school environmental education for elementary schools because of it's inclusiveness of 'Wise Life,' 'Science,' and 'Social Study.' Third, the holistic vision can be in prospect by holistic approached beyond a single subject matter. Fourth, three are many books that include both concepts and activities for school environmental education.

Since 1997, several students of Korean universities have gone overseas to attend volunteer works. The aims are to act the love for mankind through overseas volunteer in the age of the global village and to promote the mutual understanding and friendly relationship among countries through private and cultural exchanges. The volunteer work started in the ASEAN countries focusing on education and medical activities. Now the activities of volunteer work are decided based on the full discussion on what the local people need and on what Korean university students are able to provide. In this paper, we describe current status and suggest promotion method of korean university students of overseas volunteer.

The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling based upon the Whole Language Approach. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. In order to conduct the research, we have selected two groups of the third grade students as an experimental group and a control group from S elementary school in Ilsan New Town. This study is sequenced as follows: First, analyzing 7th English curriculum and textbooks, and selecting stories by way of consulting literatures; Second, developing a teaching model for practising classes through storytelling with dramatization by way of analyzing several teaching models; Third, surveying children's interest and attitudes and identifying their significance in order to investigate the effects of storytelling. The study shows that the technique can enhance the children's learning motives and intention. This may correspond to the saying in the 7th curriculum: enabling children to keep interest and confidence in English.

The Emergence of feminist Social political thought in the 1970s led to, among other changes, a new definition of gender stratification and its impact on the generation of knowledge. One implication of this impact is that faculty should find ways to compensate for the Institutional biases of an educational system historically shaped by middle-class males. To correct for this "male-stream"development of knowledge a critical evaluation of Education is necessary. The goal of social welfare curricular reform should not be the addition of specialized course on women's issues. Such appraches perpetuate the notion that existing theories are correct in depicting human experience and that women's issues are deviant cases that deserve special attention. The objective of this article is to defend and propose to gender integration of the social welfare curriculum. This means developing a framework that covers the diversity of human experience, both male and female.

The study was to analyze the instructional effects of understanding-centered game model which is emphasizing whole skills, correcting part by part. The participants in the study were two classes of 6th Grade of H elementary school. One class was utilized as experimental group, in which instruction of understanding-centered game model was applied. The other group was utilized as control group. Instructional process, the characteristics of instruction behavior, and game performance were measured to analyze. The conclusions are as follows; First, the participants in experimental group showed more interaction among themselves. Second, the participants in experimental group spent more time in listening to explanation and game observation. More practical feedbacks were given to the participants, which led to more motivation-provoking reinforcement. Third, the participants in experimental group showed more target-oriented behavior pattern, which was caused by meeting for strategies, more interests, and more interactions among students. Fourth, the characteristics of understanding-centered game instruction made it possible to recognize the necessities of parts in whole skills for participants.