What was Northern Learning and why did some Korean scholars advocate it Why did others oppose it How do you evaluate Northern Learning (and Practical Learning) in the context of economic development
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What was Northern Learning and why did some Korean scholars advocate it Why did others oppose it How do you evaluate Northern Learning (and Practical Learning) in the context of economic development - Coursework Example
Why did others oppose it? How do you evaluate Northern Learning (and Practical Learning) in the context of economic development?
Northern learning is a form of learning that was developed in Korea during…
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The learning borrowed ideas from the neighboring China, which had a more orderly social, economic, military and political structure as compared to Korea. Some ideas were borrowed from Europe through the Catholic missionaries (Choi, 2006).
There was a rapid change in the economic structure in Korea such that large scale farming was being adopted in the rural areas and wholesale and large-scale production was being adopted in the urban areas. As a result of this, many small-scale farmers lost their land in the rural areas to the large-scale farmers, and the small business owners were pushed out of business in the urban areas. There was a wide margin amid the rich and poor creating a wide social gap (Kim, 1981). Some scholars in Korea during that time developed a form of learning that would address these problems in a more practical way in Korea. The Northern learning took into consideration the culture, history, religion and geography of the Korean people alongside with the ideas borrowed from the neighboring countries to develop solutions to the political, social and economic problems they observed in their society (Setton, 1997). This form of learning received direct criticism especially from the ruling class and the wealthy merchants and farmers of the day since it attacked their privileges directly and criticized their methods of thriving and ruling (Kalton, 1975).
Northern learning was developed over a period of time after a careful analysis of the challenges facing the people of Korea. It provided more practical solutions to the problems of a young developing nation. This approach is more suitable to most developing countries today since it is not biased to a single culture, but it incorporates ideas from many cultures yet still maintains the culture of the Korean people (Palais,
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AS the report declares brick-and-mortar learning provides the students with the amazing academic opportunity of real-time interaction with the professors, this fact cannot be denied as well that online courses available for learning provide the students with more spare time which could be used by them for extracurricular activities.
This will facilitate the teachers to design the teaching modules and processes and enable the learners to plan their studies accordingly. In order to achieve this, usually teachers incorporate certain ground rules, which can be perceived as the “boundaries, rules and conditions” within whose framework the learners will function, to attain their learning objectives (Gravells, 2011, p 75).
And Honey and Munford (1992) claimed that awareness of learning styles not only helps the teacher but also makes the learner become more knowledgeable about his own personal learning process so that he can achieve his developmental goals (Beard and Wilson, 2006).
The integrated model modifies existing courses to include appropriate information about trainee and providing services to them (Myers & Blake, p. 143, 1986). The advantage of this model is that all teaching students are provided with the information necessary for their work setting, and there is flexibility in meeting the diverse needs of students (Myers & Blake, p.
tices of the person-centred approach, and some of the challenging practices of cognitive approaches, and the getting-into-action practices of behavioural approaches. Egan carefully stitched together a model consisting of the most useful practices of several different approaches,
There is also a need for training this people and to debunk myths such as the perception that call center work is a temporary job and is mostly repetitive. This will ensure that those taken for the jobs dedicate all their time into their work and
o and Bode for arguing, ‘If we are serious about providing all students with educational equity, then students’ cultures and identities need to be seen not as a burden, a problem or even a challenge, but rather as assets upon which to build.’ This implies that educational
ehaviors through its solid, unpleasant, and quick nature, while those who are against corporal punishment assert that it is not effective in promoting learning because it promotes violence instead, it is ineffective because the conditions that can make it effective are
It has therefore become necessary to understand these diverse cultures, establish relationships with people from different cultures and strengthen ties with culturally diverse people in order to build communities that are
of the first steps that teachers in multicultural classrooms must undertake in order to improve the learning and achievement of all students is to be open to the students and to put efforts towards knowing the students both inside and outside the class. On the other hand Nieto
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