지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Korea and Taiwan are one of the divided countries. A divided country has a national mission of unification. Accordingly, unification policy and education for unification wasl naturally followed. Both the Korean and Taiwanese governments pursued only unilateral unification, claiming that only they had the legitimacy and legitimacy of the regime in the early stages of division. However, after democratization in Korea and Taiwan, these arguments and views began to change. The voices that want to maintain the status quo are much louder than those who insist on unification or independence. Accordingly, the major conflict issue in society has also been changed from the issue of ‘unification-independence’ to the problem of ‘peace’ of mutual coexistence. Taiwan has historically been a society with severe ethnic conflicts. Before democratization, this issue of ethnic conflict was relatively weak compared to the ‘unification-independence’ issue, but after democratization, it became a major conflict factor in Taiwanese society. Taiwan is implementing various policies and appropriate education to realize a peaceful society by resolving conflicts between ethnic groups in society. The representative policy is ‘community building’, and the institution in charge of social education is ‘Community College’. As such, Taiwan’s dune university plays a role in providing education to citizens who cannot be educated through public education as one of the community education. In Korea’s unification education, as a result of reflection on the existing unilateral unification education, attempts are being made to apply it to unification education through peace education that emphasizes mutual coexistence. There is a growing awareness that it is possible. From this point of view, it is thought that the operation and curriculum of the Peace Education of Taiwan Community College will have many implications for us.
목차
ABSTRACT
Ⅰ. 서론
II. 대만의 사회적 갈등의 형성과 전환
III. 대만의 마을공동체와 사구대학의 형성
IV. 대만 사구대학의 교육과정과 평화교육
V. 결론: 대만 사구대학 평화교육의 특징과 시사점
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UCI(KEPA) : I410-ECN-0101-2022-030-000105631