The purpose of this study is to explore directions for effective teaching of writing with AI in liberal arts writing education at universities. This study examines the identity of the liberal arts writing subject in the age of AI (Chapter 2), analyzes the 2022 revised elementary and secondary curriculum to suggest directions for learner characteristics (Chapter 3), and explores the role of universities by reviewing previous teaching and learning studies (Chapter 4). In the longer term, higher order thinking skills related to multiple document comprehension, multimodality, information security, digital citizenship, and social action are expected to be emphasized, as are critical and creative competencies. This study is significant in that it explores the major issues that may arise in liberal arts writing education in the AI era and emphasizes the need for customized education that reflects learner characteristics.
This article emerges from a researcher-generated longitudinal photography project conducted between 2016 and 2025 situated on the redundant site of the former Middleton Tuberculosis Hospital in North Yorkshire. The research project explored the site’s transformation through an unmanaged rewilding in the context of surrounding dairy farms within the Nidderdale ‘area of outstanding natural beauty’. The hospital site is reimagined as a bucolic ‘island’ stranded in the ideological socio-cultural notions embedded in “Nature”, the countryside, and agricultural landscape under increasing pressure to value biodiversity and nature’s restoration. Employing a reflexive lyrical critical lens informed by ‘resonance theory’, social semiotics, and expressive visual sociological practice, the article contributes to the debates surrounding landscape valorization, the contestation of the ‘countryside’ as a working, and recreational landscape. Researcher-generated photographic practice captures the duration of iterative site visits, the seasonal atmosphere and potential experience of resonance of the site, providing vivid sources for reflections, meaning-making, while proselytizing the axiom of Kress, that: ‘without frame no meaning’. The key research questions are: (1) Why is researcher-generated photography, amid AI image production, an effective epistemological method for re-presenting and understanding the significance of unmanaged landscape rewilding? (2) How do photographic re-presentations and lyrical reflexivity convey the lived resonance of being in places like the Middleton Hospital site? The text rejects illustrative photographic use in academic discourse, favoring an expressive, allusive, and lyrical interpretation of rewilding’s socio-cultural value.
The purpose of this study is to analyze the results of students’ evaluation of the compulsory liberal arts courses <personality and communication> which was developed and operated as competency-based education during 2021-2023 according to the following three variables(year of opening, campus, online/offline), and to derive implications for course improvement by analyzing the relationships between the evaluation factors. As a result, there was a statistically significant difference in the total mean differences and in every evaluation factors according to the year of opening and online/offline type, but campuses. In year of opening, the overall average in 2023 and all course evaluation factors were significantly higher than in 2021 and 2022, and in online/offline class type, face-to-face classes in 2023 showed higher in all factors compared to non-face-to-face distance classes in 2021 and 2022. In addition, as a result of examining the relationships between evaluation factors, course satisfaction was most correlated with ‘evaluation and feedback’, the factors most correlated with evaluation and feedback were ‘instructional methods and participation’, the factors most correlated to instructional methods and participation were ‘content’, and the factor most correlated to content was ‘lesson plan and adherence’. Through these results, it was discussed that in order to improve students' course satisfaction in competency-based education, it is important to make various efforts to improve the content, instructional methods and participation, but the most important thing is to present clear and specific evaluation criteria following core performance tasks, and to help students grow with specific and professional feedback from instructors based on them.
This study was conducted to understand the perceptions and needs of current students in order to revise the liberal arts curriculum at D University. A survey was conducted targeting students to assess their views on the role and operation of the liberal arts curriculum, and the data were analyzed using Borich's needs analysis and the Locus for Focus model. The results indicated that students perceive the liberal arts curriculum as complementary to their major studies and believe it should be practical. There was a high demand for interdisciplinary exploration. Additionally, students expressed a desire for a curriculum that reflects the latest trends and offers more choices. On the other hand, awareness of the university's emphasis on “regionally specialized linked areas” was relatively low among students. Based on these findings, this study proposed directions for revising the liberal arts curriculum at D University. Specifically, it suggested expanding student choice, innovating interdisciplinary liberal arts education, raising awareness of the importance of community-linked areas, and improving the physical learning environment. While this study is significant in that it presents directions for revising the liberal arts curriculum from the learners' perspective, it also recommends that future approaches take into account the perspectives of various stakeholders such as instructors, university authorities, and the local community.
This study aims to present the development and implementation case of a joint liberal arts curriculum for college students through the Shared University system, and to derive implications for operating shared liberal arts curricula among regional universities. The research procedure was as follows: First, Focus Group Interviews (FGI) were conducted with 16 college students and 3 faculty members to understand the difficulties faced by college students in regional universities. Next, the core competencies and curricula of universities in the Gangwon region were investigated and analyzed to develop a joint liberal arts curriculum. Finally, a survey was conducted and analyzed with 130 college students who completed the joint liberal arts curriculum developed by the shared university system. The common liberal arts courses of Shared University were positively evaluated in terms of diversity and convenience of classes. Additionally, there was a significant correlation between satisfaction with the curriculum and the desire to remain and form lasting ties in the region. The findings highlight how shared universities, as unified educational platforms, can facilitate the exchange of liberal arts education, enhance inter-university collaboration, and generate educational outcomes challenging to achieve by individual institutions alone. This suggests shared universities can significantly enhance regional education capabilities and act as a pivotal hub connecting various regional universities.
Despite the numerous uncertainties, Korean universities are prioritizing early specialization in education rather than focusing on the aim of the college education. The purpose of the study is to demonstrate that the return to education rises in an unstable environment, and that this education premium is closely related to the liberal arts education. Additionally, it provides a brief overview of the history of liberal arts education in Korea and assesses the current status and challenges. Finally, it proposes measures for improvement. Although the aim of liberal education extends beyond merely improving labor market outcomes, the liberal education indeed contributes to better performance in the labor market. The return to college education is high worldwide and it tends to increase as environments, including technology, change rapidly. This is because individuals with more schooling are better equipped to quickly capture the economic rents that arise from the disequilibria. This ability is cultivated more effectively through the liberal education than through the specialized training. The rise of the United States as a global superpower by focusing on the general education and numerous other empirical studies supports this perspective. The “5.31 Education Reform” in Korea, however, led to a contraction of basic academic disciplines, a decline in the academic quality of liberal arts education, and the erosion of the curriculum's universality. These issues stem primarily from the inherent characteristics of the education market, which has the characteristics of public good as well as the externality. In addition, misperception on the value of liberal arts education have exacerbated the situation. To address the market failure, it is crucial to rectify the perception of liberal arts education among educators. Moreover, high academic quality of liberal education must be preserved, and the universality of the liberal education curriculum should be maintained.
Sara Calvete-Lorenzo, Andrés Rozados-Lorenzo, Rocío del Pilar Sosa-Fernández
The history of cinema has never shied away from the representation of the future, and beyond the abstract nature of the contemporary concept and its temporal fluctuations, the sheer profusion of scenarios and their different links to the very concept of the real have generated a wide range of futuristic film references, especially those conceptually linked to the dystopian.
This article presents a case study of Don’t Worry Darling, directed by Olivia Wilde in 2022. It is a contemporary science fiction film proposal that condenses retro aestheticism and the American Way of Life with the historical proposals of science fiction and its forecasts about humanity’s connection or disconnection with sensory reality and the birth of virtuality. The analytical methodology, which links patriarchal dystopia, virtual reality and gender studies, is based on the analysis of differentiating elements that provide signs with which to question the reality of the experiences of the film’s main character and the environment that surrounds her.
This research employs a qualitative analysis by means of case analysis with a dual approach: the audiovisual language and signs of gaps in the filmic reality created. Firstly, the audiovisual language will be analysed through the use of the decoupage technique and, secondly, the sequences that generate gaps in the filmic fiction and lead the spectator to realize that he or she is facing a simulation of reality will be organized. The anomalies identified and inferred have been subdivided for analysis into: unrealistic space/time (synchronizations and repetitions, duplications, spatial incongruities, logical errors and perfections), mediated reality and the eye metaphor and, finally, diegetic technological analysis.
Aquest article cerca comprendre de quina manera l’art pot contribuir a donar a conèixer i visibilitzar les identitats de gènere no normatives. Amb aquest objectiu, i a través de l’anàlisi d’un cas d’estudi, l’exposició L’Altre Ubic, Migracions del Cos Fragmentat (2020-2023) que recull obres d’art contemporani entorn la fluïdesa del gènere, es planteja la gestió cultural i el revisionisme discursiu queer-feminista com l’estratègia pràctica per construir una gestió cultural més inclusiva i contemporània. L’article explora com L’Altre Ubic presenta característiques principals de la gestió cultural queer-feminista: el revisionisme discursiu de les narratives hegemòniques entorn el gènere, un posicionament situat, la recuperació de narratives minoritzades, la recuperació dels discursos no lineals i la contextualització històrica dels mateixos. Les conclusions recullen l’especificitat del cas d’estudi: d’una banda el seu caràcter meta-cultural i semiòtic; de l’altra, en tant que exemple paradigmàtic de la gestió queer-feminista més enllà dels espais museístics, específicament orientada als espais de dinamització cultural, tals com centres cívics, centres de cultura contemporània i fàbriques de creació. Partint d’una perspectiva construccionista, l’article conclou emfatitzant el caràcter palimpsèstic de les narratives col·lectives, com ho són aquelles entorn la gestió de la cultura i la identitat.
The main purpose of this study is to propose a plan to apply flipped learning and reflection journal writing as an alternative to teaching leadership liberal arts courses for undergraduate students, and to extract components through the visualization of text network analysis centering on actual operation cases to enhance learners’ educational experiences. The subjects of the study were 68 students who took the liberal arts course required for the undergraduate students leadership education at the university located in A city. The class met for 15 weeks, from September 1 to December 14, 2022, and learners completed flip learning activities, as well as wrote reflection journals at each session except for the midterm/final exam period. Qualitative data such as documents including reflection journals, interviews, observations, and online activity data conducted on the Learning Management System(LMS) were collected and analyzed using MAXQDA. As a result of the study, an example of leadership liberal arts design and operation applying flipped learning and reflection journals was presented, and the components of learners’ experiences and perceptions were derived and visualized according to the code system analysis. Specifically, in the text network analysis, there were a total of 1,837 codes, and the frequency of ‘application plan’ and ‘motivation’ of leadership competency ranked the highest in the coding results. In the code visualization, ‘group practice among team members’ appeared the most, and finally, ‘learning how to learn’ was the phenomenon. Based on these results, suggestions for ways to cultivate and demonstrate leadership among undergraduate students in actual educational settings and suggestions for teaching methods are suggested.
This article discusses about the meaning of post-labor and the value of liberal arts education in the era of intelligent automation, where the value of human labor and knowledge is changing. In particular, it examines the nature of Automatic Society based on digital information technology and the conditions of human life from the perspective of French technology philosophers Simondon and Stiegler. Based on this, the article reveals the importance of liberal arts education as a new life ‘ars’ in the post-labor society that will come with artificial intelligence. Simondon's technical mentality and technical culture reveal a new model of post-labor existence that enables people to organize their work and public activities alongside AI, rather than in competition with it. Stiegler embodies Simondon's outlook by calling for a transformation of the crisis of labor and spirit caused by the algorithmic governmentality of Automatic Society into an opportunity for the invention of new kind of knowledge and work. The era of intelligent automation shifts the paradigm of life from labor productivity and expertise to post-labor and liberal arts. We need to cultivate life ‘ars’ so that the time freed from labor due to automation can be used to take care of our own lives and the lives of others, inherit our cultural traditions, and produce new values. Liberal arts education should move toward fostering digital literacy with a humanistic outlook in order for us to understand the human condition of living in an automated technological environment and to discover the value of the human spirit and the meaning of human life.
Introduction The aim of this manuscript is twofold: first, to investigate the relationship between rhythmic, phonological and graphomotor skills in kindergarten children; and second, to evaluate the possible impact of rhythmic training on the two other skills. Methods To that end, we selected a sample of 78 children in Québec. Forty-two children received rhythmic training (experimental group) and 34 arts training (active control group) during the same period (10 weeks). Before and after training, children in both groups were assessed for general skills (forward and backward memory span, vocabulary, non-verbal ability), rhythmic skills (synchronization and discrimination tasks), literacy skills (phonological skills - syllable counting, syllable deletion, rhyme discrimination – and invented spelling skills) and graphomotor skills (legibility of letter writing, quality of copying of geometric shapes). Results Results showed correlations between the child’s rhythmic and literacy skills, as well as between rhythm synchronization and pen pressure. In addition, rhythmic training showed improvement in rhythmic abilities, but this did not transfer to literacy or graphomotor development (apart from a significant increase in the duration of pauses in both groups at post-test, with a larger improvement for the rhythm group). Discussion These results are discussed in terms of duration and intensity of learning, and they highlight the possible benefits of informal rhythm practices in the classroom.
By introducing a credit system instead of a unit system, the high school credit system can accelerate the learner-centered curriculum that has become common in universities. If the proportion of common essential subjects in the high school curriculum is reduced, the choice of liberal arts and the possibility of opening new subjects will increase. The purpose of this article was to track the transition process of liberal arts education in Korea, analyze the 2015 revised curriculum of high school liberal arts curriculum, and suggest improvement measures derived from the standard model of university liberal arts and basic education. In the analysis and derivation of improvement plans, the focus was on the purpose of liberal arts education, the liberal arts curriculum, and liberal arts subjects. As results of this study, it is unclear whether the liberal arts curriculum in Korea is to prepare students for university education or whether it maintains its unique identity in high school. The goal of high school liberal arts education is not set independently, so it is pushed to the periphery. According to the 2015 revised curriculum, the liberal arts area is mixed with the <i>living area</i>. The failure to set clear demarcation lines between certain areas also causes problems in the adequacy of liberal arts subjects. For example, applied studies such as pedagogy, career and occupation, health, and practical economy are included in the list of liberal arts subjects. In this article, after pointing out the urgency of a reclassification of high school liberal arts subjects, it was proposed that we should normalize high school liberal arts education and enhance its status by actively utilizing the standard model of university liberal arts and basic education of the Korea National Institute for General Education. In the future, it was predicted that the current problems revealed in light of the nature of liberal arts education could be mitigated, if not solved, through collaboration with a group of liberal arts education experts in the revision of high school liberal arts education.
The purpose of this study is to analyze the outcome of instruction and the implication of improving university student’s vocational basic competency evaluation of non-face instruction in the “untact” era. The contents of this study were the theorectical analysis of competency-based evaluation, and the different analysis of Vocational Basic Competency between pretest and post-test self-evaluation surveys. The subjects of this study were the students enrolled in two Leadership instructional programs and two interpersonal relations instructional programs in the field of liberal arts at Shinhan University. Looking at the results of this study, the results of self-evaluation of the vocational basic competency of students before and after class showed significant differences at the 0.01 level in all 10 vocational basic competency categories and 34 sub-elements. There was no significant difference when it came to the grade and subject of the students. In addition, in the survey on non-face-to-face video classes, 31% of students responded that they were effective, while 69% said such classes were ineffective. The advantages of the untact video classes were 67.7% for repeated listening and 22.9% for time utilization. According to the students, the disadvantages of the untact video classes were as follows: 44.3% for the burden felt by weekly tasks, 20.6% for the lack of rapport between the professor and the students, and 17.5% for the lack of student communication. As for the appropriate ratio of untact classes, 49.4% responded that a proper ratio would be in the range of 20% to 50%. Based on the above students' self-evaluation results of vocational basic competency before and after class, and the results of opinion surveys regarding untact classes, future policies are proposed at the student, professor, university, and national level. Students need to self-diagnose and manage their vocational basic competency. Also, professors need to strengthen the national competency ability, and strengthen their untact online class capabilities. Universities need to upgrade their cyber systems, establish a curriculum development program, and develop management systems to improve vocational basic competency. The state needs to expand its financial support to strengthen the performance of cyber systems and to develop a manual for the operation of liberal arts education, as well as to compile a collection of best practices to enhance vocational basic competency.
This paper analyses James Kelman’s 1994 novel How Late It Was, How Late through the prism of the crime novel and the figure of the flâneur. The novel revolves around Sammy, a Glaswegian criminal with a fondness for ‘wandering’, and who loses his sight after a violent encounter with the police. We argue that Sammy’s sight loss can be seen as emblematic of the dispossession experienced by marginalised working-class people whom the surveillance state seeks to supervise at every turn. Moreover, the novel’s peculiar third-person focalisation, in which we seem to inhabit the point of view of the protagonist without having full access to his secrets, implicates the reader in the very systems of surveillance from which Sammy is seeking to take flight. Moreover, in exploring how language is policed and dictated by the state, the novel seemed to anticipate some of the controversies attending its Booker Prize victory, especially as concerns its urban demotic and gritty subject matter. Sammy is a blind flâneur trapped in a Kafkaesque carceral society which has transformed the once-familiar city streets into a labyrinth. We therefore argue that How Late It Was, How Late is less a work of urban realism than a self-reflexive reworking of the crime novel.
The purpose of this study is to look for a possibility of Christian liberal arts courses at a Christian University that would function as interreligious education in a multireligious society. This paper is composed as follows: first, the necessity of education about religions will be discussed by examining and interpreting the implications of a multireligious society and the current religious landscape in Korea. Second, religious literacy education and interreligious education for cultivating multireligious sensitivity and interreligious sensitivity are discussed. Third, the possibility of Christian liberal arts courses functioning as interreligious education is proposed by evaluating the case of operating Christian liberal arts courses at K University in terms of religious literacy education and interreligious education.<br/>In conclusion, the Christian liberal arts courses at K University shows a possibility of interreligious education by allowing professors, students, and people of neighboring religions from various religious backgrounds to reveal their religious identity and interact with each other through humanistic approaches in the classroom and <Interview with people of neighboring religions>.
Straipsnyje tiriamas teisėsauginės fotografijos tapsmas Rusijos valdytose istorinėse Lietuvos žemėse. Siekiama atsakyti į klausimus, kaip XIX a. keitėsi asmens tapatybės samprata, kokioms Lietuvos gyventojų grupėms caro administracija fotografinės identifikacijos metodą pradėjo taikyti pirmiausia, kas lėmė būtent šių grupių išskyrimą, kaip vizualinė visuomenės priežiūra buvo vykdoma ir kuo Šiaurės vakarų teritorijoje praktikuoti būdai skyrėsi nuo vaizdinės kontrolės kituose Romanovų imperijos regionuose. Kartu aptariamas fotografijos, kaip moralės ir politikos požiūriu pavojingos medijos, statusas bei mėginimas XX a. pradžioje liberalizuoti
teisinį jos reglamentavimą.
This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities who spent 80% or more of their time in a general education inclusive classroom did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms.