It is required to understand other cultures and to respect diversity due to increase in exchanges between cultures and countries arising from acceleration of globalization and it is also required for individuals, communities and countries to understan... It is required to understand other cultures and to respect diversity due to increase in exchanges between cultures and countries arising from acceleration of globalization and it is also required for individuals, communities and countries to understand complicated interconnectedness and interdependence. GCED (Global Citizenship EDucation) means the education to cultivate community spirit in order to create a global village living together as well as the education of human rights, poverty interdependence, peace, and environment based on understanding of international development cooperation and development education. As education to foster people who have an interest in various problems of global village beyond race, culture and religion and take positive behavior to solve the problems, this education treats SDGs (Sustainable Development Goals) determined by UN as one of its major objectives. Ultimately, the objective of GCED is to learn and to raise the skill of communication, cooperation, creativity and practice in order to understand and to respect lives and cultures of many people in the world and to understand global village issues and problems based on a sense of belonging to global village community for the purpose of sustainable solutions. At home, GCED is being implemented mainly by the government and NGO for international development and cooperation in various forms such as global citizenship education, international understanding education, and sustainable development education. GCED has to improve communication ability and empathic ability in addition to understanding and respecting varieties and it has to accompany diversified education methods because it needs experience and practice. As all the world faces GCED, this study intends to look into GCED research and program cases using culture·arts with various educational effects in such genres as personality, creativity, cooperation, empathic ability, and respect for others and then, to investigate culture·arts educational application plan in global citizenship education. Through an advanced research prior to this, it investigated various definitions of global citizenship and global civic awareness as well as the concept and purpose of GCED and it looked into educational effect on culture·arts based on research data using culture·arts in varied education fields in order to confirm compliance with the purpose of GCED. In addition, it investigated status of GCED at home and abroad through GCED-related projects and programs being conducted by the Ministry of Education, the Seoul Metropolitan Office of Education and other various institutions. Beginning with the APCEIU (USCO Asia-Pacific Center of Education for International Understanding) established in 2000 according to an agreement between the Korean government and USCO in order to improve and develop international understanding education in Asia-Pacific area, this study arranged kinds of various institutions and NGO for international development and cooperation which performed GCED-related projects and programs as well as programs of GCED. Finally, it investigated GCED programs using culture·arts at home and abroad based on advanced research and status survey, direction of research, and contents of education in order to seek culture·arts educational application plan in global citizenship education at home in the future. Following are culture·arts educational application plans in GCED drawn from advanced research and status survey. First, it is to positively apply culture·arts to education contents and method of GCED. It can conduct culture·arts programs like exhibitions·performance-themed GCED and use media like books, performances or video as a means of providing information and data, or it may methodologically apply culture·arts to communication and exchanges between multi-cultural families, groups, lecturers, learners, organizations and institutions. If we look into cases utilizing culture·arts education in GCED at present, they are limited to some genres such as photos, songs, and fairy tales. If we diversely use culture·arts, music, we may positively utilize arts, dramas, or various media pursuant to the object or theme. Second, it is necessary to train and rear lecturers in culture·arts field for GCED. In order to apply culture·arts to GCED, it is necessary for lecturers in culture·arts field to more accurately recognize GCED than learners and to be qualified as global citizens. Third, in order to effectively apply culture·arts to GCED, it is necessary to have full cooperation between responsible government agency, development NGO, culture·arts institutions, and organizations, and artists. It is required to establish GCED-related system and to have teachers workshop and lectures training; and in particular, it is required for culture·arts institutions and organizations to recognize importance of GCED and then, to prepare training methods and competence. Finally, most of GCED using current domestic exhibitions, performances, and festivals are one-time events. It is required to set up an operation system to systematically devise and operate such programs for continuous performance and it is also required to make a plan providing infra and an institutional strategy so that GCED in a school, development NGO of outside institution, cultural institutions and youth institutions may cooperate each other from the structural aspect. ，韩语毕业论文，韩语毕业论文 |
