Thesis (Doctor of Missiology)--Trinity Evangelical Divinity School, 1985. / "June 1985." Includes bibliographical references (p. 261-271).

Thesis (Ph. D.)--Ohio State University, 1989. / Vita. Includes bibliographical references (leaves 73-79).

No abstract available / Dissertation (MA (Science of Religion and Missiology))--University of Pretoria, 2007. / Science of Religion and Missiology / unrestricted

The purpose of this study is to explore the South Korean art education system in the context of history, culture and politics. This thesis provides further explanation on how history has impacted the South Korean art education system and affects current curriculum, theories and practices. Four highly qualified educators and professors from South Korea were interviewed to collect date relating to current practices in South Korean art education. The study focuses on Korean history, which affected the education policies, social perspective, art education theories and curriculum. This study also highlights the relationship of western art education theories and the traditional Korean theories. Understanding culture through history and policies can provide in-depth perspective on why and how South Korean art education has evolved to what it is today. This information may assist art teachers as they modify lessons to fit the needs of students who are immigrating from South Korea.

The purpose of this study is to explore the South Korean art education system in the context of history, culture and politics. This thesis provides further explanation on how history has impacted the South Korean art education system and affects current curriculum, theories and practices. Four highly qualified educators and professors from South Korea were interviewed to collect date relating to current practices in South Korean art education. The study focuses on Korean history, which affected the education policies, social perspective, art education theories and curriculum. This study also highlights the relationship of western art education theories and the traditional Korean theories. Understanding culture through history and policies can provide in-depth perspective on why and how South Korean art education has evolved to what it is today. This information may assist art teachers as they modify lessons to fit the needs of students who are immigrating from South Korea.

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<p>This study investigated real life situations which learners in South Korea grade 8-10 learners would prefer to be used in school mathematics. This thesis is based on the ROSMEII (Relevance&nbsp / of School Mathematics Education) questionnaires and interviews, which was used to examine the preferred mathematical learning contexts for South Korean grade 8-10 learners. The study&nbsp / investigates the affective factors that pupils perceive to be of possible relevance for the learning and teaching of mathematic / and is aimed at providing data that might form part of a basis for a&nbsp / local theory of the mathematics curriculum. The standardized ROSMEII survey questionnaire of 23closeended items that relate to some aspects of mathematics on a 4-point Likert-type scale&nbsp / was administered to Korean grade 8-10 learners at the end of compulsory schooling, and mainly 14 to 16 year old cohorts. The data for this study were collected from a sample of 1839 learners drawn from 26 South Korean schools in the year 2009. Interviews were conducted to gauge the pupils&lsquo / preference of the ROSMEII questionnaire contexts and used to validate learners&lsquo / responses. In&nbsp / analyzing their responses, it became clear that, on the average, views expressed were common to all groups of pupils in South Korea (whether male or female, or from the metropolitan, city, or countryside). The clusters of the most preferred mathematical learning contexts are linked to youth culture, which learners are usually and easily engaged with in one way or another. These&nbsp / clusters include the sports, leisure and recreation cluster / planning a journey/popular youth culture cluster the technology cluster / the making of computer games, storing music and videos on&nbsp / CD&lsquo / s and Ipods. The lowest preferred mathematical learning contexts are: an agricultural cluster which focuses on agricultural matters and traditional games (yut). In conclusion, this study&nbsp / suggests that teachers should use contexts that increase learners&lsquo / interest in classroom activities. Therefore mathematics curricula and textbooks which are appropriate to this context must be&nbsp / provided in order to provide more efficient mathematics education. It is imperative that the Korean school system must develop a particular program for nurturing learners&lsquo / mathematical power.&nbsp / Furthermore, mathematics education policy makers must reconsider whether the current education system is appropriate, and also listen to learners&lsquo / preferences when designing appropriate&nbsp / mathematics curriculum and textbooks.</p>

<p>This study investigated real life situations which learners in South Korea grade 8-10 learners would prefer to be used in school mathematics. This thesis is based on the ROSMEII (Relevance&nbsp / of School Mathematics Education) questionnaires and interviews, which was used to examine the preferred mathematical learning contexts for South Korean grade 8-10 learners. The study&nbsp / investigates the affective factors that pupils perceive to be of possible relevance for the learning and teaching of mathematic / and is aimed at providing data that might form part of a basis for a&nbsp / local theory of the mathematics curriculum. The standardized ROSMEII survey questionnaire of 23closeended items that relate to some aspects of mathematics on a 4-point Likert-type scale&nbsp / was administered to Korean grade 8-10 learners at the end of compulsory schooling, and mainly 14 to 16 year old cohorts. The data for this study were collected from a sample of 1839 learners drawn from 26 South Korean schools in the year 2009. Interviews were conducted to gauge the pupils&lsquo / preference of the ROSMEII questionnaire contexts and used to validate learners&lsquo / responses. In&nbsp / analyzing their responses, it became clear that, on the average, views expressed were common to all groups of pupils in South Korea (whether male or female, or from the metropolitan, city, or countryside). The clusters of the most preferred mathematical learning contexts are linked to youth culture, which learners are usually and easily engaged with in one way or another. These&nbsp / clusters include the sports, leisure and recreation cluster / planning a journey/popular youth culture cluster the technology cluster / the making of computer games, storing music and videos on&nbsp / CD&lsquo / s and Ipods. The lowest preferred mathematical learning contexts are: an agricultural cluster which focuses on agricultural matters and traditional games (yut). In conclusion, this study&nbsp / suggests that teachers should use contexts that increase learners&lsquo / interest in classroom activities. Therefore mathematics curricula and textbooks which are appropriate to this context must be&nbsp / provided in order to provide more efficient mathematics education. It is imperative that the Korean school system must develop a particular program for nurturing learners&lsquo / mathematical power.&nbsp / Furthermore, mathematics education policy makers must reconsider whether the current education system is appropriate, and also listen to learners&lsquo / preferences when designing appropriate&nbsp / mathematics curriculum and textbooks.</p>