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°³¼³Çбâ
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2015-1
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±³°ú¸ñ¸í
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ºñ±³±³À°·Ð
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Çмö¹øÈ£
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280501-001
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ÇÐÁ¡/½Ã¼ö(ÀÌ·Ð/½Ç±â)
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3ÇÐÁ¡/3½Ã¼ö(3/0)
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¼³°èÇÐÁ¡
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0ÇÐÁ¡
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°Àǽð£
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È234
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±³À°Çаú(3Çгâ)
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°ÀǽÇ
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C407-2
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´ã´ç±³¼ö
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ÀÌÇʳ²
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e-mail
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pilnamyi@hongik.ac.kr
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¿¬±¸½Ç¹×¸é´ã½Ã°£
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C924,Monday17:00-18:00,Walkinorappointmentbyemail
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1. ±³°ú¸ñ °³¿ä
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This
course provides an overview of methods, major concepts and current trends in
comparative education. It will enable students to understand educational
issues from comparative and international perspectives, identifying strengths
and limitations of international comparative research.
The
major learning objectives of the course are:
(1)
to provide an overview of methods, major concepts and current trends in
comparative education;
(2)
to develop critical skills necessary for the analysis and evaluation of a
variety of educational issues from comparative and international
perspectives; and
(3)
to enhance the written and verbal skills necessary for effective
communication and leadership in an international and comparative education
setting.
Students
are expected to complete readings prior to classes, participate in class
discussion actively and submit/complete required assignments.
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2. ±³Àç ¹× ºÎ±³Àç
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±³Àç
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Phillips,
D. and M. Schweisfurth(2008). Comparative and International Education. An
introduction to Theory, Method and Practice. New York: Continuum
International Publishing Group.
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ºÎ±³Àç
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Sahlberg,
Pasi(2011). Finnish Lessons. What can the world learn from educational change
in Finland? New York: Teachers College Press.
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ºÎ±³Àç2
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[Recommended]
Spring, Joel (2008). Globalization of Education: An Introduction. London:
Routledge
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ºÎ±³Àç3
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Arnove,
R.F.&Torres, C.A.(1999). Comparative Education. The Dialectic of the
Global and the Local. Rowman & Littlefield, New York.
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ºÎ±³Àç4
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Harold
J. Noah and Max A. Ekstein.(1998).
Doing Comparative Education: Three Decades of Collaboration**
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ºÎ±³Àç5
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3. ÇÐÁ¡ ±¸¼º ¹× Æò°¡±âÁØ
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ÇÐÁ¡ºÐÆ÷
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Criterion-referenced:)
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ÇÐÁ¡±¸¼º
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group
research project: 40%, summary of readings and in-class presentation: 20%,
site visit debriefing: 10%, class participation: 30%
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½ÃÇè
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¼÷Á¦
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FÇÐÁ¡Ã³¸®±âÁØ
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Both
mid-term and final papers are required.
Students
should attend more than 2/3 of the class sessions to pass the course.
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±âŸ
(Àç¼ö°Á¦ÇÑ µî)
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4. °ÀÇ ÁøÇà¹æ¹ý ¹× À¯ÀÇ»çÇ×
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°ÀÇÁøÇà¹æ¹ý
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ºöÇÁ·ÎÁ§Æ® À¯Àι° ±âŸ
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Àå¾ÖÇлý¿¡ ´ëÇÑ Áö¿ø
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±âŸÀ¯ÀÇ»çÇ×
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5. °ÀÇ ³»¿ë ¹× ÀÏÁ¤
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No
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°ÀÇ ¹× ½Ç½À³»¿ë
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±³Àç³» ¹üÀ§
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±âŸ
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1
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Overview
of the course
Introduction
to comparative education
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2
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Chapter
1. Making comparisons
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ch.1
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3
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Chapter
2. How comparative education has developed
Chapter
3. Domains of practice and fields of inquiry in international education
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ch.2,3
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4
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Chapter
4. Education and national development
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ch.4
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5
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Chapter
5. Comparative Education: Method
Chapter
7. Comparative education research: survey outcomes and their uses
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ch.5,7
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6
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Chapter
8. Outcomes of comparative education: Selected themes, and Conclusions
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ch.8
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7
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Finnish
lessons(1)
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8
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[Special
Lecture] Introduction to the work of international organizations on
educational development, especially OECD etc.
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guest
speaker
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9
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Finnish
lessons(2)
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10
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Finnish
lessons(3)
Mid-term
checking of research project progress
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11
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Higher
education in the world(1)
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12
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Participation
in World Education Forum(Incheon, KOREA, May 19-22)
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site
visit
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13
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Higher
education in the world(2): France, Japan, Korea
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14
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Group
project presentation(1)
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presentation
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15
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Group
project presentation(2)
Conclusion:
possibilities and limitations of comparative education
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presentation,
discussion
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Âü°í
»çÇ×
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