Earticle

This study seeks to combine social psychological theories that concentrate on the social-symbolic nature of knowledge theory like the Social Representation Theory (SRT) with a sociological viewpoint that examines group relations and collective identity formation within a specific cultural context. We aim to reach the cultural identity problems by using the concept of cultural identity, as process in a permanent change (Kim Y.Y, 1988, 2007) and the new concept of inter-cultural identity theorized by Y.Y. Kim (2007,1), as a counterpart and extension of cultural identity. We argue that Eastern European culture embedded specific features and common cultural and social bases that differentiated it from other European cultures. Our explanatory argumentation starts from the example of famous Dracula social myth, a myth that is rooted in a model of social representation of minorities in a multi-cultural area.

Recently, more attention is paid to the fact that cultrual and regional contexts play an important role in shaping Global Citizenship Education (GCED)across different countries. In a similar vein, this study investigates the characteristics and variations in GCED in three countries with a focus on teachers’ interpretations of GCED and perceptions of effective pedagogy for developing students’ learning. Social studies teachers from Korea, Thailand, and Indonesia planned, implemented, and reflected on three different lessons following the objectives and guidelines developed by us. Weanalyzed lesson plans, observed lessons, interviewed the teachers and students, and surveyed students about GCED and global citizenship. The findings are as follows; Firstly, we found the differences in dealing with global citizen, global citizenship across teacher participants although teachers shared a similar notion of GCED. It is highly likely that differences in culture and learning environments affect teachers’ instructional planning and behavior. Secondly, we found a similar pattern of teaching;teachers were likely to employ examples of cultural diversity, to encourage students’ participation, and to give positive feedback to students. To find an effective way of educating students to become global citizens, it is crucial to understand images of global citizen teachers hold which would guide their approaches to teaching. In addition, we should consider the cultural and learning environments that could influence teacher’s perception on globalcitizenship.

In ancient China, there was a human faculty known as zhi, which referred to the wisdom or intelligence capable of perceiving thezhong yong, a concept similar to the Golden Mean of the ancient Greeks. The central concern of this work to date has been to elucidate the functions of Takt and to develop a method for nurturing. The concept of Takt was one that drew attention in the eighteenth century as a term of art in specialized fields such as philosophy aesthetics, and pedagogy, and expanded beyond this to more general fields of what was commonly called learning, to refer to the capacity to perceive inner realities through an examination of external forms. In the European languages (English, for example, uses the word tact), Takt can also mean “the quality of sensitivity and concern for the feelings of others in human relations.” In daily conversation in English one might say “that person has tact,” or “that was a tactful thing to do,” using the word to describe a person with a sensitive, caring, perceptive personality. The English word tact, as the German Takt, derives from the Latin tactus, meaning the sense of touch, the feeling one has internally as a result of contacting something externally.

Island is environmentally feasible ecosystem. Islands, especially, are directly influenced by global climate change. According to drastic climate change, original ecosystem and biodiversity are changing. Reducing population, however, is critical issue in all island in Korea. Aging is accompanied with reducing population. Current inhabited islands in Korea is gradually replaced to uninhabited islands. In those situation, Korean government is trying to keep those islands as inhabited island by increasing basic needs of local peoples. In this report, we introduce some case studies on sustainable small island strategy of Korean government. For setting sustainable small island strategy, we suggest multi-functional model composed of island resource development, island space development, information-industry development, and local community structuring. To successful strategy, relationship economy and ecology should be balanced and also cooperated with each others. Final goal of these steps is related to reforming islander's life, creating island value and developing climate-adapting island design. Most local islanders want to construct bridges between islands and island-mainland. Although constructing bridges is one of solutions to recovery local economy and activity, we have to understand there are many other worst sides.

Through in-depth anthropological fieldwork at Sanchuan（三川） Tu ethnic region of Minhe(民和) Tu and Hui autonomous county, Qinghai Province, this paper investigates and analyzes the cultural diversity and pluralistic religions in history and reality. It is found that ethnic distribution is complex, ethnic identity and relations is diverse in this area, comprehensively reflected in the culture, customs, religious genres, festivals and ceremonial symbols and many other aspects of the extremely rich and diverse situation. Tu people live in compact community; Tibetan, Hui and Han live in a mixed community. The relationship between ethnic groups is more harmonious and symbiotic. Apart from Buddhism (Zen), Tibetan Buddhism and Islam, it also has multi-god faith in folk beliefs, as a proof as the diversity in religious beliefs. This study found that Sanchuan Tu ethnic region is located in the hub of the Gansu-Qinghai ethnic corridor, the migration of multi-ethnic groups, religious proliferation and the frequent and frequent contacts between multi-ethnic groups in the history, formed the pattern of cultural diversity and religious identity unique to the region.