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Seoul Agenda embraces the vision and principles of ESD and has announced its implementation of such goals for development. The Seoul Agenda comprises of three Goals, which contain three or four Strategies, each with 39 Action Items. Goal 1, “Ensure that arts education is accessible as a fundamental and sustainable component of a high quality renewal of education,” calls for generational inclusiveness of children and youth for arts education, transformation of educational systems, and building capacities for arts education leadership and teaching. The second goal is “Assur[ing] that arts education activities and programs are of a high quality in conception and delivery.” This work includes facilitating collaboration between artists and educators in and out-of-school programs, initiating partnerships among stakeholders and sectors, and ensuring sustained training and research. Goal 3 is to “Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world.” To this end, Goal 3 calls for applying arts education to reinforce creative and innovative capacity, enhance social and cultural well-being, promote social skills and foster the capacity to respond to major global challenges. [Table 2] summarizes Goal 3’s Strategies and Action Items of the Seoul Agenda that are most relevant to ESD. As mentioned above, Goal 3 of the Seoul Agenda calls for capacity building of arts education as a means to reinforce creative and innovative capacity of society, enhance social and cultural well-being, foster the capacity to respond to major global challenges, promote social responsibility, social cohesion, cultural diversity, and intercultural dialogue. These strategies go beyond the traditional belief that arts education is concentrated on the emotional development of individuals and emphasizes the role of arts education as a practice ensuring quality living of the individual and community. [Table 2] Goal 3 of the Seoul Agenda: Goals for the Development of Arts Education Goal Strategies Action Items Goal 3: Apply arts education principles and practices to contribute to resolving the social 3.a. Apply arts education to enhance the creative and innovative capacity of society Foster the creative and innovation capacity of individuals and to cultivate a new generation of creative citizens Promote creative and innovative practices in favor of the holistic development of societies Employ innovations in communication technology
and cultural challenges facing today’s world 3.b. Recognize and develop the social and cultural wellbeing dimensions of arts education 3.c. Support and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue 3.d. Foster the capacity to respond to major global challenges, from peace to sustainability through arts education Encourage recognition of the social and cultural well-being dimensions of arts education Introduce knowledge about social and cultural well-being in training programs for arts education professionals Apply arts education as a motivating process to enhance learner engagement and reduce education dropout levels Prioritize the learner-specific context Foster and enhance knowledge and understanding of diverse cultural and artistic expressions Introduce intercultural dialogue skills, pedagogy, equipment and teaching materials in support of training programs in arts education Expand multi-cultural dimensions in the practice of arts education and increase intercultural mobility of students and teachers Focus arts education activities on a wide range of contemporary societal and cultural issues Apply arts education to foster democracy and peace in communities and to support reconstruction in post-conflict societies Arts education will be able to further promote the critical value of sustainable thinking by embracing the Goals as the standards of arts education policies and practices. V. Arts Education Practice for Expansion of Sustainable Thinking 1. Restoring the Inherent Principles of Arts Education By announcing the goal of “Apply[ing] arts education principles and practices to
Page 5 and 6: New Approaches to New Futures: Coll
Page 7 and 8: FOREWORD Taeck-soo CHUN, Ph.D. Secr
Page 9 and 10: APPLICATION OF ESD CONCEPT IN SCHOO
Page 11 and 12: Entering into the 21 st century, we
Page 13 and 14: INTRODUCTION
Page 15 and 16: Milestones of ESD 1987 ● Report o
Page 17 and 18: compiling high-quality papers from
Page 19 and 20: EXPANDING SUSTAINABLE THINKING THRO
Page 21 and 22: I. Introduction Despite efforts to
Page 23 and 24: for sustainable development, named
Page 25 and 26: economic system properly operate. T
Page 27 and 28: However, the focus of the “Enviro
Page 29: Furthermore, with the advent of the
Page 33 and 34: 2. Expanding the External Values of
Page 35 and 36: changed educational environment. Ar
Page 37 and 38: acquisition. 12 Based on these unde
Page 39 and 40: References Kwon, Hyeok-gill (2006).
Page 41 and 42: cation/efa/ed_for_all/dakfram_eng.s
Page 43 and 44: Sun-kyung LEE Associate Professor,
Page 45 and 46: Thus, this paper aims to emphasize
Page 47 and 48: inevitable. Essentials of system th
Page 49 and 50: e used for thematic or interdiscipl
Page 51 and 52: ESD into various aspects of educati
Page 53 and 54: IV. Teaching-Learning Strategies fo
Page 55 and 56: Service Learning may focus on stude
Page 57 and 58: References Breiting, S., Mayer, M.
Page 59 and 60: Steiner, R. & Rauch, F. (2009). Com
Page 61 and 62: Mi-sug JIN Senior Fellow, Korea Res
Page 63 and 64: form a green growth society. Howeve
Page 65 and 66: specific problems such as depletion
Page 67 and 68: of the concept of green talents, I
Page 69 and 70: centered to an integrated system th
Page 71 and 72: of green education programs should
Page 73 and 74: 3. Creativity, Education and Green
Page 75 and 76: c. Green Schools Regarding green ta
Page 77 and 78: including the government, teachers,
Page 79 and 80: UNEP (2008). Green Jobs: Towards De
Page 81 and 82:
Dong-wook LEE Deputy Research Direc
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organizations and governments as we
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countries. It has been known for a
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IV. ICT Utilization in Business and
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[Figure 1] SK Telecom’s Social Co
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• AMOS Business Model [Figure 3]
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CONSERVATION AND LOCAL DEVELOPMENT
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1. Background Since the adoption of
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2) A Space Dividing the Socio-Cultu
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[Table 1] Policy Directions and Maj
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The application of an ESD program f
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This case study, which provides a d
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Water Resources Cooperation is cond
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Yeoncheon-gun government Promote th
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References Gyeonggi Province (2010)
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Jung-ki CHO Curriculum Coordinator,
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The DESD at a glance explains peace
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North’s regime, the strained rela
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easonable to think that the North i
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such as worsening and entrenching g
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paper only deals with passive forms
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Therefore, education for understand
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etween the two countries and to fin
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References Cho, Jung-ki (2010). “
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DEVELOPING AN EDUCATION STRATEGY BA
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I. Relationship between Global Citi
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esearch categorized the universal e
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III. Korea’s Distinctiveness in G
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3. Pending Issues for Implementing
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seems like the most effective appro
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References Kang, Soon-won (2000). P
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ADVENT OF A MULTICULTURAL SOCIETY A
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1. Introduction As mobility of info
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migrants assert the right to reunit
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3 rd stage: settlement stage to a m
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[Table 2] Phenomenon Anticipated in
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on the Korean language and Korean c
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eveal and reproduce their unique cu
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4. Schemes for Constructing Governa
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problems that can occur in the proc
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[Table 4] Components of Multicultur
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[Figure 1] Objectives and Strategie
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education in the sense that they bo
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Joo-hoon KIM 40 Senior Research Fel
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newly adopted “environment and gr
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The density of carbon dioxide, whic
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[Figure 3] World Population In 2000
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of the population lived in urban ar
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2. Definition of Sustainable Develo
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Under such circumstances, green gro
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Based on the above-mentioned arrang
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If we are to make sustainable devel
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in our every deed in every sector i
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[Figure 5] Structure of Contents on
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contribute to achieving high living
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Evaluation • Emphasis on balanced
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Biological environment Types and us
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must try to link it with real life
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ESD AND TECHNICAL PROFESSIONALS IN
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I. Introduction: ESD and the Transi
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[Figure 1] Number of Direct and Ind
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2) Challenges According to an exper
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important for Korea - whose relianc
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Hydrogen production (Hydrogen produ
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Balance of Plan (BOP) is a device t
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under-graduate level is questionabl
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The importance of training professi
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future technological demands. Based
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Schmidt, Susanne Liane, Olga Striet
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Yeon-hee JUNG Manager of Educationa
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Eun-jin PARK Research Fellow, Gyeon
Page 223:
Joo-hoon KIM Senior Research Fellow
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