In this post Cold War age, North and South, which have been divided for more than fifty years due to an ideological showdown, demonstrate many differences in an everyday life as well as the political system or the social composition, despite Korean pe...
In this post Cold War age, North and South, which have been divided for more than fifty years due to an ideological showdown, demonstrate many differences in an everyday life as well as the political system or the social composition, despite Korean people's earnest desire for unification. To overcome these differences, we have considered political and economic unification, with priority to institutional unification.
For a perfect unification of North and South, however, priority must be given to cultural unification, also in the everyday rather than institutional level.
In this context, this study aimed at examining features of cultural understanding of North Korea by high school students who will play a leading role in unification and presenting suggestions in cultural unification education for high school students and the process of unification.
The study presented possible troubles in the daily life on the basis of the time of actual exchange and cooperation between North and South after they overcame the current closed and rigid relationship in order to discover how the students understand and live together with North Koreans. Its concrete subject are as follows:
First, high school students' thought will be discovered: how will they understand and cope with possible troubles in case of actual exchange and cooperation between North and South?
Second, suggestions will be presented for an educational plan to regain homogeneity between North and South among teenagers.
For these purposes, this study examined high school students' understanding of North Korean people's sense of value, home life, language life, interpersonal relationship, leisure activities, and group life among their various living patterns. A survey was conducted on a possible situation in which North and South people have troubles, with a high school student as a subject, in case of actual exchange between North and South; then, the results were analyzed.
The findings can be summarized as follows:
First, they generally had a good understanding of dining-out, the standard of a body type and beauty, and a negative attitude toward the use of expensive imported articles, particularly, made by the United States which is recognized as a the greatest hostile country, among North Koreans' daily social lives.
However, they had a poor understanding of North Koreans' occupational consciousness in which labor is the most sacred and glorious and people are forced to place the value of life on labor.
Second, high school students had a very good understanding of the fact that patriarchal authoritarianism is dominant; consequently, the conjugal life is husband-centered. While the students also had a good understanding of the fact that North Koreans don't mind a place of origin, they had a poor understanding of the fact that they don't consult a fortuneteller.
Third, they had a good understanding of the fact that North Koreans refrain themselves from using adopted words by replacing the words by Korean ones through the policy of refining the Korean language and that they must have formality and manners in an official document. They also had a good understanding of idiomatic expressions and names for an interpersonal relation.
Fourth, high school students had a good understanding of the fact that North Koreans usually go dutch when they have a meal with their co-workers, that they don't exchange glasses of wine, and that they hardly give a present; meanwhile, the students had a very poor understanding of the fact North Koreans have a very hostile feeling toward the United States and Americans.
Fifth, as for leisure activities, they had a good understanding of the fact that North Koreans had entertainment similar to South Koreans' while the students had a poor understanding of the fact that North Koreans can't have a free travel and that they can use an amusement park in a big city as in South Korea.
Finally, as for the group life, the students had a good understanding of the fact that North Korea is society in which collectivism has priority over individualism and that students must do production labor for a certain period for the purpose of putting a theory into social practice in the school life. And they had a very good understanding of the fact that the social system gives priority to a group rather than an individual and that it isn't acceptable to criticize a political leader.
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