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Religion and identity
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Recommended: Religion and identity
According to the Institute of International Education’s 2013 open door findings, the second highest place of origin for foreign students in Minnesota is South Korea, with 9.8% of the total of international students in 2013 (Open Doors Data Minnesota, 2014). I was unaware of this information when I was partnered with two sweet girls from South Korea during our visit to the ELS center. With little knowledge of the South Korean culture myself; I realized many students at the University of St. Thomas probably had little knowledge of the culture as well. Because South Korean students are abundant in Minnesota and around our campus, I believe it is essential that we understand more about these students’ culture, beliefs, and values in order to better understand and communicate with them. Throughout this paper, I will attempt to provide more information on the aforementioned topics, as well as explore additional information about South Korean culture and how it compares with our own. This will be done through research, a field study and interviews conducted with four South Korean students studying at local Minnesota colleges.
II. Background
History, Economic Growth and Population Demographics
There are ancient stories “told about a half-divine and half-human character” named Tangun “who founded Korea in 2333 BC” (Paik, 2002). Korea is one of the oldest countries in the world with the exception of China and it has suffered through “attacks from the three greatest powers in the region: China, Japan, and the Soviet Union” (Paik, 2002). When China colonized parts of the Korean peninsula in 100 BC to AD 313, they introduced several religions and influenced Korea’s political, educational, and governmental policies (Paik, 2002). Several ...
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...ed.).2010: 413-429. Boston, MA: Wadsworth.
Song Young Hack, and Meek Christopher B. "The Impact of Culture on the Management
Values and Beliefs of Korean Firms.” Journal of Comparative International Management, June 1998. Web. 12 April 2014.
Ja Hyun, Kyoung. "Sociocultural Change and Traditional Values: Confucian Values among
Koreans and Korean Americans." International Journal of Intercultural Relations (2001):
203-29. Web. 22 Apr. 2014.
Noland, Marcus. "South Korea." Foreign Affairs 93.1 (2014): 17-22. Academic Search Premier.
Web. 2 May 2014.
"Open Doors Data Minnesota." 2013. Institute of International Education, Nov. 2014. Web. 02
May 2014.
Paik, Susan J. "Introduction, Background, and International Perspectives: Korean History,
Culture, and Education." Elsevier Science Ltd. International Journal of Educational Research (2002): 535-607. Web. 02 May 2014.
Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers (Ralabate, & Klotz, 2007).
Sparks, B. &. Butterwick, S.(2004). Culture, Equity and Learning. In G. Foley, Dimensions of Adult Learning (p. 276-289). McGraw-Hill Education.
On January 13, 1903, the first Korean Immigrants set foot in Hawaii. There were eighty six people on that first voyage, and since then there have been over 550,000 Koreans who have made the journey to the United States over the past 100 years. The original immigrants and their descendants now total over 1.6 million. Korean Americans make up one of the most prominent Asian communities in the United States. Many elements of Korean Culture, ranging from Kim Chee to Tae Kwon Do, have made their way into the American Lifestyle. There have been many events that have shaped the Korean American community and there are many current issues that affect Korean Americans.
This response will focus on the key issue of fragmentation. In his book Korea’s Twentieth-Century Odyssey, Michael E. Robinson wrote “Multiple interest groups resided within the bureaucracy and even divided the royal house” (p. 16). Arguably, Korea’s sovereignty was lost in large part, due to the lack of unity among different groups and faction. It was clear from the readings that some Korean individuals and groups prioritized their self-interests above their own country’s benefit. Nowhere was this most evident then the issue of national security.
In this paper, it will be looking at the culture and education practices of Finland, Canada, and China. Education varies from country to country as well as does one's culture, lifestyle of the people who live there. In doing so will review their culture and the role of their education policies that are used to motivate schools and teachers to improve student learning along with how their culture plays into learning. Furthermore, children should be taught with respect to their culture. However, we can also learn from one another. In addition, we have similar and different educational practices from one another. Such as when it comes to the Finnish, Canadians, to the Chinese as, we all learn in different environments because of our culture. Furthermore, and most importantly, thus educational practices vary from culture to culture. For instance, these counties are considered some of the best when it comes to education, Finland, Canada, China and it is because of their educational practices along with their culture government.
Cultures are infinitely complex. Culture, as Spradley (1979) defines it, is "the acquired knowledge that people use to interpret experiences and generate social behavior" (p. 5). Spradley's emphasizes that culture involves the use of knowledge. While some aspects of culture can be neatly arranged into categories and quantified with numbers and statistics, much of culture is encoded in schema, or ways of thinking (Levinson & Ember, 1996, p. 418). In order to accurately understand a culture, one must apply the correct schema and make inferences which parallel those made my natives. Spradley suggests that culture is not merely a cognitive map of beliefs and behaviors that can be objectively charted; rather, it is a set of map-making skills through which cultural behaviors, customs, language, and artifacts must be plotted (p. 7). This definition of culture offers insight into ...
Legend states that in 2333 BCE, Tan'gun, grandson of the Creator, established the kingdom of Choson, or “Morning Freshness”, and thus the Korean people were began. Surrounded on three sides by Russia, China, and Japan, the Korean people have had to endure hundreds of attempts at invasion and domination, including four hundred years of Chinese military rule over the kingdom of Choson, Mongol invasions during the thirteenth and fourteenth centuries, and, most recently, Japanese Colonization from 1910 to 1945. (Soh, 2006) This has caused the people of Korea to adapt parts of other cultures while still maintaining a strong cultural identity of their own.
Culture is an important component when studying a group of people. The idea of culture creates a mental image of how people interact with each other in communities of varying sizes. For educational leaders, throughout the decision-making process, working within the culture of an institution is an important asset for him or her to use with internal and external stakeholders. Craven (1975) infers that in order to make a good decision an educational leader must be in “pursuit of organizational and/or personal goals and objectives” (p. 127). The process of recognizing, respecting, and utilizing the culture of an institution will be a prominent theme of traits and behaviors for effective educational leaders and the decisions they will make throughout their decision-making role.
This book is pieced together in two different efforts, one which is to understand the latter history of the post-1945 era with its political liberalization and rapid industrialization period, while at the same time centering its entire text on the question of Korean nationalism and the struggle against the countless foreign invasions Korea had to face. The purpose of this book was composed to provide detailed treatment of how modern Korea has developed with the converged efforts of top eastern and western scholars who wanted to construct a fair overview of Korea's complicated history. Also, the writers wanted to create an updated version of Korea's history by covering the contemporary arena up to the 1990's. The ...
Culture has a big impact on how we all fit in as individuals in today’s society, and since this assignment is about that I decided to include some of my own experiences to illustrate my point of view and compare it with those of my classmates and some of the readings.
Cultures of Thinking is a places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members. “It’s not something that is mysterious of foreign. But, rather is something that represents some of the best and most productive experiences as learners” (intro). Culture is a hidden tool because it can be used to transform our schools and offer our students the best learning possible (p.6). Ritchhart also believes that teachers focus on eight cultural forces that can be seen in the learning situations of individual groups, which can be interpreted.
Wadham, B., Pudsey, J.& Boyd, R. (2007) Culture and Education, Frenchs Forest, NSW: Pearson Education Australia.
Moreover, one study reported that children who arrived in Canada before the age of 9 have almost no risk of completing high school, but the level of risk increases at around the age of 14 or 15 (Corak, 2011). Thus, I intend to focus on interviewing 1.5 generation immigrant students, which commonly include those who have immigrated as a child or an adolescent, but more specifically to those who have completed some or all of high school in Canada before attending postsecondary education institutions, to discover their challenges at the University of Toronto. 10 students will be recruited with the help of email service for students in Faculty of Arts and Science to systematically select Korean immigrant students from different years and fields of undergraduate studies. Since Quinn’s (2013) research has already discovered some transition challenges for first-year students, this research will focus on second and third year student experiences with their studies.
South Korea is officially called the republic of Korea. It accompanies the southern half of the Korean Peninsula. Its location is between the Yellow Sea and the East Sea. An artificial boundary called the Demilitarized Zone (DMZ) separates South Korea from its neighboring country, North Korea. South Korea has a total area of 38,502 square miles. A little known fact is that South Korea is slightly larger than the state of Indiana.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for