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Park JT Jang Y Park MS Pae C Park J Hu KS Park JS Han SH Koh KS Kim HJ 《Anatomical sciences education》2011,4(1):33-38
Until a century ago, Korean medicine was based mainly on Oriental philosophies and ideas. From a religious perspective, Chinese Confucianism was prevalent in Korea at that time. Since Confucianists believe that it is against one's filial duty to harm his or her body, given to them by their parents, most Koreans did not donate their bodies or organs for education in the past. However, by the end of the 20th century, a unique fusion of Western and Oriental medicines were produced on the Korean Peninsula, revolutionizing traditional perspectives on the human body, mortality, and the relationship of medical science to society. Koreans began to think about others' lives as well as their own by realizing the importance of donating one's organs and bodies for scientific purposes. Since then, the number of people donating their bodies to Korean medical and dental schools for the purpose of improving academic learning has increased dramatically. In response, Korean medical schools have begun to hold various types of funeral ceremonies to honor body donors. We have compared such ceremonies performed in Korea with those performed in the United States of America and Taiwan. These ceremonies are viewed as a suitable way to pay proper respect to the dead and to promote knowledge about body donation programs in Korea. Overall, the transition of religions and social ethics in Korea has greatly facilitated body bequeathal programs, benefiting both medical education and the Korean public health administration. 相似文献
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The purpose of this paper is to examine current status, issues, and visions of higher education reform in Korea by focusing
on ‘Brain Korea 21’ (BK21). ‘Brain Korea 21’ (BK21), is a major higher education reform project initiated by the South Korean
government to prepare Korean human resources for the 21st century. ‘Brain Korea 21’ (BK21) aims at fostering world-class graduate schools and high quality scholars by providing funds
to higher education institutions. In this paper, societal, economic and educational changes which led to the initiation of
BK 21 and its implementation processes are described first. Then, some resistance and controversies against BK 21 are discussed.
Major achievements of BK 21 are highlighted and future directions of higher education reform in South Korea are addressed. 相似文献
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This historical analysis examines the process of structuring the Korean elementary schooling under the Japanese colonial rule
for the period of 35 years, spanning from 1910 to 1945. Colonial education in Korea was used as an ideological device for
perpetuating the colonization of Korea. But Koreans resisted to such education policy persistently, unlike for the case of
other colonized countries in the same era. The majority of Koreans, including even a small number of pro-Japan people, irrespective
of their social class status, demanded the expansion of elementary education and further took initiatives to raise necessary
funds for it. Here we must realize that the aspiration of Koreans was incompatible with Japanese ruler’s intention. Korean
and Japanese had different ideologies and expectations of establishing Common Schools. Japan’s colonial education resulted
in unintended and unwanted consequences in Korea. 相似文献
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Isn’t it a pyrrhic victory?: over-privatization and universal access in tertiary education of Korea 总被引：1，自引：0，他引：1
This article analyzes the Korean passage to tertiary education for all. With a specific focus on traditional form of higher education, it tries to answer the questions of how and why this extra-ordinary phenomenon happens in a short period of time. Applying a historical sociology method, it attempts to explain the mechanism and consequences of the simultaneous transition to universal access to both the secondary and tertiary education. Over-privatization has been the primary mechanism behind the simultaneous transition since the late 1960s. Such a heavy overflow of privatization in achieving universal access places a significant financial burden on families, particularly those of a disadvantaged socioeconomic status. The more financial resources that come from the private sector, the more difficult it becomes to attain equitable access. There is no sign of a narrowing in the gap which exists among regions, socioeconomic status, gender, and family background, all of which have led to the inequality of access to universities and colleges. My final reflections are put on a simple question: “is this a story of victory or a pyrrhic one?” 相似文献
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A great leap forward to excellence in research at seoul national university, 1994–2006 总被引：1，自引：0，他引：1
This paper addresses to the question of how to empower research competence of a kind which would lead a peripheral university
like SNU to becoming a world-class university. There have been noticeable achievements in building competitive, first class
universities in many developing nations, particularly in Asian countries. This paper will examine the process by which SNU
can be transforming SNU into a world-class university in Korea. The analysis will focus on the internal reforms implemented
at SNU over the last 10 years and the effectiveness of these policies. The main strategy undertaken to bring SNU up to the
world-class level was to emphatically pursue excellence in research. Long before governmental funds were allocated for this
purpose from 1999 onwards, SNU had already vigorously pursued excellence in research and teaching. The experiences of SNU
in these endeavours represents an important case study that bears vital theoretical and practical implications for other Korean
universities, as well as for universities in other middle-income countries. 相似文献
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It is not yet well known that there has been a selective bias in writing the ‘world’ history of higher education. Western hegemony prevails in this academic endeavour. To recover one of the many lost traditions of higher education, this paper will make a historical comparison of the two distinctive academic traditions representing the West and East: Scholasticism revived in the twelfth century and Korean Confucianism revived in the sixteenth century. If the University Paris was where Scholasticism blossomed in the medieval period, then it is in the material relation between a mentor and his disciples, through which a distinctive academic lineage was formed, where the renaissance of Korean Confucianism has taken place since the early sixteenth century. The paper examines some of the indisputable differences between the Western and Eastern methods of reaching academic excellence. The goals, subjects, methods and organisational bases of education in the two traditions do differ drastically. Instead of the centrality of the institution in the West, the centrality of relation was the key factor in the East. These differences however do not support for any value judgment of one tradition being superior to the other, as seen in many books on world history of higher education. A single minded analysis of a foreign model from the Western perspective will not provide a global history, but a historical comparison will. 相似文献
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