· 2018-11-28 · - hosung chang (chairman of korean council for university education) welcoming...
TRANSCRIPT
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Coffee Break
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12:00~13:30 Luncheon
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14:30~15:00 Opening Ceremony
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Coffee Break
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18:30~20:00 Dinner
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개회식
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15:00~16:20
기조강연 Ⅰ 주제 : 미래사회와 대학교육
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( (POSTECH) )
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16:20~16:40
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기조강연 Ⅱ 주제 : 미래사회와 교양교육
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18:30~20:00
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Opening Ceremony
Opening Remarks- Hosung CHANG (Chairman of Korean Council for University Education)Welcoming Remarks- Woo Seob YUN (Chairman of Korea National Institute for General Education)Congratulatory Remarks- Eun-He RYU (Deputy Prime Minister of Society / Minister of Education)- Chanyeol LEE (Chairman of the Education Committee, National Assembly)
15:00~16:20
Keynote Speech Ⅰ Topic : Future Society & University Education
Moderator- Yong-Hak KIM (President of Yonsei University)Keynote Speech- Speech 1 :
Doh-Yeon KIM (President of Pohang University of Science and Technology(POSTECH))
- Speech 2 : Georg KRAUSCH (President of Johannes Gutenberg University of Mainz)
16:20~16:40
16:40~18:30
Keynote Speech Ⅱ Topic : Future Society & Liberal Education
Moderator- Dong-Sung CHO (President of Incheon National University)Keynote Speech- Speech 1 :
Dong-Hyun SON (Vice President of Daejeon Univeristy)- Speech 2 :
Lynn PASQUERELLA (President of AAC&U)- Speech 3 :
Panayiotis KANELOS (President of St. John’s College)
18:30~20:00
11:00~12:00
세션 1 주제 : 교양교육 개념의 변화
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- 1 : (ECOLAS / )
- 2 : (JAILA / )
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12:00~13:30
13:30~15:00
세션 2 주제 : 교양교육의 수월성: ( )
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15:00~15:30
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세션 3 주제 : 교양교육의 운영과 평가
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16:30~17:30
세션 4 주제 : 교양교육과 기업의 미래 인재상
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- 1 : ( (BCG) )
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17:30~18:30라운드 테이블 주제 : 교양교육의 전략
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11:00~12:00
Session 1 Topic : Changes in Concepts of Liberal EducationModerator- Heisook KIM (President of Ewha Womans University)Presenter- Presentation 1 :
Samuel ABRAHAM (Executive of European Consortium of Liberal Arts and Science(ECOLAS) / Rector of Bratislava International School of Liberal Arts, Slovakia)
- Presentation 2 :
Masayuki TERANISHI (President of JAILA / Professor of University of Hyogo)- Discussion 1 : Hasuk SONG (Director of the Dasan Research Institute of General Education, Ajou
University)
12:00~13:30
13:30~15:00
Session 2 Topic : Excellence of Liberal EducationModerator - Sung Ik KIM (President of Sahmyook University)Presenter - Presentation 1 :
Murray PRATT (Dean of Amsterdam University College) - Presentation 2 :
Paul STERZEL (Managing Director of University College Freiburg)- Presentation 3 :
Hong Jun YOO (Dean of University College of Sungkyunkwan University)- Discussion 1 : Seok Min HONG (Director of the Research Institute for Liberal Education of Yonsei
University)
15:00~15:30
15:30~16:30
Session 3 Topic : Management and Assessment of Liberal EducationModerator - Junseong HWANG (President of Soongsil University)Presenter - Presentation 1 :
Mei Yee LEUNG (Director of Office of University General Education, The Chinese University of Hong Kong)
- Presentation 2 :
Jinghuan SHI (Professor and Chair of the Academic Committee in the Institute of Tsinghua University)
- Discussion 1 : Young-Jun LEE (Dean of Humanitas College of Kyung Hee University)
16:30~17:30
Session 4 Topic : Liberal Education and Right Human Resource for BusinessesModerator:- Deog-Seong OH (President of Chungnam National University)Presenter- Presentation 1 :
Yunjoo KIM (Partner of Boston Consulting Group(BCG))- Presentation 2 :
Hyunho SHIN (Former Senior Vice President of Printing Solution Division of Samsung Electronics)
- Discussion 1 : Jung-Ha PARK (Director of the Institute of General Education of Sungkyunkwan University)
17:30~18:30
Round Table Topic : Strategy of Liberal EducationModerator- Sung Ki HONG (Chairman of The Korean Association of General Education)Panel Discussion : All Speakers
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President of Yonsei University
Dr. Yong-Hak Kim received his bachelor’s degree in sociology from Yonsei University,
and his master’s and doctorate degrees in sociology from the University of Chicago in
1986. Since beginning his professorship at Yonsei University in 1987, Dr. Kim had taken
various senior administrative positions, including Vice-Director of Planning, Director of
Admissions, and Dean of the University College, the College of Social Sciences, and the
Graduate School of Public Administration. He became the 18th President of Yonsei
University in February 2016.
Recognized for his academic achievements, Dr. Kim received prestigious awards
including the Yonsei University Academic Excellence Award, Gallup Outstanding Paper
Award, National Academy of Sciences Outstanding Publication Award, and Ministry of
Culture, Sports, and Tourism Outstanding Publication Award. He also served on the
editorial boards of the American Journal of Society and Rationality and Society, the two
leading journals in sociology.
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President of Pohang University of Science and Technology(POSTECH)
Dr. Doh-Yeon Kim became the 7th President of Pohang University of Science and
Technology (POSTECH) in September 2015. He received his B.E. from Seoul National
University, M.S. from KAIST, and Ph.D. from Blaise Pascal University in France in materials
science and engineering.
Before joining POSTECH, Dr. Kim had held various academic positions. He served as the
director of the Creative Research Center for Microstructure Science of Materials and as the
dean of the College of Engineering at Seoul National University. He was also the
president of the University of Ulsan.
As a scholar in materials science and engineering, Dr. Kim has earned a reputation as
a pioneer in the field of microstructure science of materials. He was the first Korean
researcher in materials science and engineering to publish an article as a special feature
in the renowned Journal of American Ceramic Society. Widely known for his research on
the effect of interface structure on the microstructural evolution of ceramics, Dr. Kim is
currently a fellow of the American Ceramic Society. Dr. Kim also led the National
Academy of Engineering of Korea (NAEK) as its president.
Dr. Kim has been a leader in Korea’s policy-making goals to advance science and
technology as the minister of the Ministry of Education, Science and Technology and as
the chairman of the National Science & Technology Council.
Admired as a distinguished scholar and devoted leader, he was awarded the Order of
Science and Technological Merit from the Korean Government and the NAEK Young
Engineer Award.
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President of Johannes Gutenberg University of Mainz
Prof. Dr. Georg Krausch was born in Offenbach in 1961 and studied physics at the
University of Konstanz from 1982 to 1988. He completed his doctorate there in 1992 as
well as his habilitation in 1995, both in experimental physics. In 1996 he was appointed
as a professor of physical chemistry at LMU Munich. In 1998 he transferred to the
University of Bayreuth and held the position of vice president for research and junior
scholars from 2003 to 2007. Dr. Krausch has published over 170 scientific papers and is
a member of multiple scientific associations, such as the Deutsche Physikalische
Gesellschaft. In 2009, he was inducted as a Fellow of the American Physical Society for his
academic achievements. Dr. Krausch has been the president of Johannes Gutenberg
University Mainz since 2007. He was elected for a third term by the university senate in
December 2017.
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Prof. Dr. Georg Krausch
President of Johannes Gutenberg University Mainz
With around 31,500 students from over 120 nations, Johannes Gutenberg University
Mainz (JGU) is one of the largest and most diverse universities in Germany. JGU unites
almost all academic disciplines under one roof. With 75 fields of study and more than
260 degree courses, JGU offers an extraordinarily broad range of courses.
"Making people fit for the future"; this motto defines what JGU has in mind for its
students. Ensuring they have the necessary qualifications to be generally employable and
able to compete in the international marketplace while also making sure they develop on
a personal level these are the aspects on which JGU places its emphasis. This is
achieved by focusing as much as possible on research-oriented courses that give students
the chance to participate in research. The aspect of research-oriented teaching is one of
the unique selling points of JGU. In line with these principles, JGU has created a
differentiated course structure which targets the various demands of academic and
non-academic careers.
In order to ensure overall high levels of quality in learning and teaching, JGU has
undertaken the following in recent years: (1) Developed and implemented a standardized
teaching strategy throughout the university. (2) introduced a system accreditation and the
systematic evaluation of courses, teaching and the examination procedure. (3) established
the Gutenberg Teaching Council (GTC) as a strategic instrument for enhancing teaching,
academic teaching skills and course structures.
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President of Incheon National University
Dong-Sung Cho is 15th President of Incheon National University (INU), which is one of
the two incorporated national universities in Korea along with Seoul National University
(SNU). He was Professor of Strategy, International Business, Management Design, and
Sustainability Management at SNU during 1978-2014, and Professor of Strategy at Cheung
Kong Graduate School of Business (CKGSB) in Beijing, China during 2014-2016.
He received a doctoral degree from Harvard Business School in 1976, and worked at
Boston Consulting Group in Boston, Massachusetts and Gulf Oil Corporation in Pittsburgh,
Pennsylvania before joining SNU in 1978. He was a visiting professor at Harvard Business
School, University of Michigan, Boston University, Duke University, INSEAD, Helsinki School
of Economics (now Aalto University), University of Sydney, the University of Tokyo,
Hitotsubashi University, Peking University, Zhejiang University, and Nankai University.
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Vice President of Daejeon Univeristy
Prof. Son, Dong-Hyun studied philosophy at Seoul National University (receiving M.A.)
and further philosophy, pedagogy and moral theology at Gutenberg Uni. in Mainz,
Germany, received Ph.D. in philosophy. After returning home he took the professorship at
Sung Kyun Kwan University, where he contributed to founding the University College and
worked as its Dean. He was invited to Daejeon University as Chair Professor after
retirement from Sung Kyun Kwan University. He served as President of several academic
societies, e.g. the Korean Philosophical Association, the Korean Society for General
Education, the Korean National Institute of General Education. He worked also as a
member of council of the Korean Research Foundation. He is now working as Vice
President of Daejeon University and as a member of council of POSCO Educational
Foundation. He published philosophical works such as World and Spirit, Ontological
Understanding of the World and many other articles on ontological issues.
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Vice President of Daejeon University
The main concerns of this article are as follows: 1) Sketching the main features of the
socio-cultural change caused by the so-called “digital revolution”, 2) analyzing and
interpreting the transformation of the intellectual geography as its results, 3) elucidating
the new educational demands inevitably followed by this transformation, 4) suggesting
the direction in which the transformation of the framework of the university education
must be steered and lastly 5) the re-examining the meaning and role of the general
education in the university education.
The core theme reads conclusively: 1) The framework must be transformed so that the
education in the fields of basic pure disciplines are to be carried out in balance, which
could meet the intellectual needs of the new ‘information society’, 2) namely the
competence of ‘multi-dimensional’ and at the same time ‘integrative, convergent’
thinking, which leads finally to ‘creative thinking’; 3) The importance of general education
confirms itself right here because it makes all the more decisive contribution to that
‘integrative, convergent’ education as its basis.
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President of Association of Association of American Colleges and Universities (AAC&U)
Lynn Pasquerella was appointed president of the Association of American Colleges and
Universities in 2016, after serving as the eighteenth president of Mount Holyoke College
from 2010-2-16. Pasquerella was the provost at the University of Hartford, from 2008 to
2010, and was the Vice Provost for Academic Affairs and Dean of the Graduate School at
the University of Rhode Island, where she began her career as an ethics professor in
1985. A philosopher whose work has combined teaching and scholarship with local and
global engagement, Pasquerella is committed to championing liberal education, access to
excellence in higher education, and civic engagement. She has written extensively on
medical ethics, metaphysics, public policy, and the philosophy of law and is the host of
Northeast Public Radio’s The Academic Minute. Pasquerella is a member of the advisory
Board of the Newman’s Own Foundation, sits on the boards of the Lingnan Foundation
and the National Humanities Alliance and is president of the Phi Beta Kappa Society. She
is a graduate of Quinebaug Valley Community College, Mount Holyoke College and
Brown University. In addition, she has received honorary doctorates from Elizabethtown
University and Bishop’s University.
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Lynn Pasquerella
President of Association of American Colleges and Universities (AAC&U)
It is such an honor and privilege to be here with you today, and I want to begin by
extending my deep gratitude to the Korean Association of General Education and the
Korean National Institute for General Education for their gracious hospitality. Liberal
Education, once a distinctly American tradition, has emerged in recent years as a
burgeoning world-wide trend, and this is a critical time for establishing global
partnerships and international cooperation in advancing our shared objectives around
defending liberal education as essential to student success in the twenty-first century.
During the past year, the Association of American Colleges and & Universities has been
engaged in the implementation of a comprehensive strategic plan centered on restoring
public trust in the promise of liberal education and inclusive excellence. The plan seeks
to create an ascendant narrative that contests accusations of irrelevancy and illegitimacy
leveled against higher education, in general, and liberal education, in particular. Moreover,
it serves as a collective call to action to make visible the transformative power of colleges
and universities, and for those of us who believe that higher education is inextricably
linked to the mission of educating for democracy, the work seems more urgent than
ever.
This urgency is enhanced by the reality that we are living in an ostensibly post-truth
era, characterized by the denial of authoritative knowledge and the disdain of experts,
and in which rational inquiry built on evidence has all but been abandoned. Issuing from
an entire industry designed to sway public opinion, a rhetoric-for-hire has emerged in
which the art of persuasion has been replaced by incivility and misinformation, giving rise
to widespread anti-intellectualism. In this arena, asserted claims become orthodoxy
regardless of the absence of evidence and in the face of enduring questions. This trend
signals the extent to which the marketplace of ideas is at risk of falling prey to those
who have the resources to control the shaping of public opinion and policies.
Talk of higher education as a public good and of investing in society through
education has been replaced by talk of a return on investment tuition in exchange for
jobs. In the US, the commodification of higher education has been fueled by politicians
proposing legislation that would base funding for public colleges and universities
exclusively on job acquisition for college graduates or stripping out so-called frills, such
as “the search for truth,” “public service,” and “improving the human condition” from
their university system’s mission statements.
The positioning of a liberal arts education as a self-indulgent luxury, reserved for those
within the ivory tower, reflecting a willful disconnect from the practical matters of
everyday life, has led to the excising of humanities programs, especially in public
institutions, in favor of vocational and pre-professional programs that are regarded as
singularly responding to demands for economic opportunity.
In Korea, a similar media-driven rhetoric has emerged, bolstered by stories such as “In
& Out Korea: Inside the Minds of Liberal Arts Grads Facing a Hopeless Future.” The article,
which showcases students seen as supporting the widespread assertion that Koreans are
overeducated and underemployed, suggests that if Koreans want to avoid a lifetime of
dissatisfaction, stuck in tedious jobs for which they are overqualified, they should
relinquish aspirations of being liberally educated. It relays the buzzwords, “Mun-song
hamnida” (I am sorry I am a liberal arts grad), as a reaffirmation of the notion that the
sole value of higher education is job acquisition at a certain level (2017).
The implications are serious. The most significant challenge facing higher education at
the global level is a growing economic segregation. Yet, while the liberal education for all
campaign is derided by skeptics as elitist, the real danger of elitism comes from a failure
to recognize the disparate impact of such rhetoric on those who are already the most
marginalized and underserved members of society. The notion espoused by many in the
US, that we need more welders and fewer philosophers, that we should train more
engineers than art historians, more people in business and industry than in anthropology
and that only those at prestigious institutions should be able to take out loans to study
religion, gender studies, or the classics, runs the risk of enhancing inequity by
perpetuating what Thomas Jefferson referred to as an unnatural aristocracy. The same
dangers are present in Korea, as critics encourage economic development through
vocational training at the expense of liberal education.
For this reason, we need to be vigilant, collectively rebutting charges leveled against
the liberal arts and sciences, and to recognize those charges for what they are: collusion
in the growth of an intellectual oligarchy in which only the very richest and most
prestigious institutions preserve access to the liberal arts traditions. When the board of
directors of AAC&U expanded the organization’s mission in 2012 to embrace inclusive
excellence as inextricably linked to liberal education, the goal was to signal a
commitment to the ideal that access to educational excellence for all students not just
the privileged is essential not only for a thriving economy but, more importantly, for
democracy. Democracy cannot flourish in a nation divided into haves and have nots.
Therefore, the positing of a false dichotomy between a liberal education and preparation
for work and life, is both dangerous to our democratic future and obscures the reality
that colleges and universities continue to represent powerful institutional forces in
catalyzing individual and societal transformation.
Preparing today’s students for the future requires forging new pathways, ensuring that
academic institutions situate themselves within emerging systems of global higher
education in which the liberal arts and sciences are foundational. Indeed, institutions of
higher education and employers, alike, are recognizing the overriding value of an
educational experience for today’s students that promotes the critical thinking and
communication skills, cultural competence, adaptability and innovation necessary to
address the unscripted, global problems of the future.
The fact that in the global knowledge economy, employer demand for graduates with
a liberal education is growing, is reflected in AAC&U’s most recent round of employer
research, “Liberal Education and the Future of Work.” The survey, conducted on behalf of
our organization by Hart Research Associates, includes the perspectives of both business
executives and hiring managers, with the goal of assessing the extent to which each
group believes that a college education is important and worthwhile, identifying the
learning outcomes they believe are most important for success in today’s economy, and
discerning how prepared these different audiences perceive recent college graduates to
be in these areas.
Interviews with 501 business executives at private sector and nonprofit organizations
and 500 hiring managers, whose current job responsibilities include recruiting,
interviewing, and hiring new employees, indicate results consistent with findings from six
earlier surveys commissioned by AAC&U as part of its ongoing Liberal Education and
America’s Promise (LEAP) initiative. Employers overwhelmingly endorse broad learning and
cross-cutting skills as the best preparation for long-term career success.
The college learning outcomes that executives and managers rate as most important
are oral communication, critical thinking, ethical judgment, working effectively in teams,
written communication, and the real-world application of skills and knowledge (p. 11).
They also rated highly the skills of locating, organizing and evaluating information from
multiple sources, analyzing complex problems, working with people from different
backgrounds, being innovative and creative, and staying current on technologies (p. 12).
Such cross-cutting skills can be developed in a wide variety of chosen disciplines, across
all types of institutions.
Thus, the dominant narrative that one’s undergraduate major is all that matters and
that only some majors will prepare students for success in the workplace doesn’t match
the reality. A student’s undergraduate experience, and how well the experience advances
critical learning outcomes, is what matters most, with 80 percent of employers agreeing
that all students need a strong foundation in the liberal arts and sciences. At a time
when rapidly changing technology means rapid obsolescence, it is precisely because
employers place a premium on innovation, adaptability and flexibility that they emphasize
these student experiences rather than narrow technical training.
Moreover, the study revealed that internships, apprenticeships, and community-based
learning were deemed particularly valuable by employers, with 93 percent of executives
and 94 percent of hiring managers indicating that they would be more likely to hire a
recent graduate who has held an internship or apprenticeship with a company or
organization. Similarly, employers at nonprofits say they are much more likely to hire
recent graduates who have community-based or service learning experience. This is not
surprising given that only 33 percent of executives and 39 percent of hiring managers
believe that recent graduates are “very well prepared” to apply knowledge and skills in
real-world settings (p. 4).
Finally, when it comes to evaluating job candidates, only 51 percent of executives and
48 percent of hiring managers found transcripts useful. Instead, they called for ePortfolios
of recent graduates’ college work, where proficiency is demonstrated over time with
increasingly complex problems, as a more reliable tool for vetting candidates (p. 17).
How can these findings inform evolving curriculum development? Beyond bridging the
gap between curriculum and workforce needs, colleges and universities must account for
the fact that there is no longer a consensus about the value of a college degree. The
focus of employers has transitioned away from the credential and resides instead with
competencies and outcomes. A liberal education for the 21st century mandates the
acceleration of integrative, high-impact learning opportunities that engage every student
in addressing complex challenges within the context of the workforce, not apart from it.
The emphasis of the curriculum should be on learning outcomes (knowledge of human
cultures and the physical and natural world, intellectual and practical skills, personal and
social responsibility, integrative and applied learning) as necessary for all students’
intellectual, civic, personal, and professional development and for success in a global
economy. Assignments should make clear the relationships among areas of knowledge,
ensuring that students do not see academic disciplines as separate and disconnected silos
of learning, but rather as varied approaches to the same enlightened end.
This conclusion was validated in a report, Branches of the Same Tree, issued at the end
of May by the National Academies of Sciences, Engineering, and Medicine. I served on
the committee, a project of the Board of Higher Education and the Workforce, which was
directed to examine whether the integration of arts and humanities with science,
engineering, math and medicine can improve learning outcomes for all students. The title
of the report was taken from a quote by Albert Einstein, who in a letter written in 1937
amidst the backdrop of burgeoning fascist power in central Europe, expressed
consternation over “the dangerous implications of living in a society, where
long-established foundations of knowledge were corrupted, manipulated, and coerced by
political forces.” Einstein maintained that “all religions, arts, and sciences are branches
from the same tree (p. 9).
The report found the need to “achieve more effective forms of capacity building for
twenty-first century workers and citizens,” through the acquisition of broad-based skills
from across all disciplines “that can be flexibly deployed in different work environments
across a lifetime.” It concludes that “In a world where science and technology are major
drivers of social change, historical, ethical, aesthetic, and cultural competencies are more
critical than ever. At the same time, the complex and often technical nature of
contemporary issues in democratic governance demands that well-educated citizens have
an appreciation of the nature of technical knowledge and of its historical, cultural, and
political roles in democracy” (p. 54). For, “truly robust knowledge depends on the
capacity to recognize the critical limitations of particular ways of knowing,” and “to
achieve the social relations appropriate to an inclusive and democratic society” (p. 54).
Understanding the dangers of creating a hegemony of one tradition over others and an
exaggerated trust in the efficacy of the methods of natural science to all areas of
investigation, nearly five decades ago, Paul Feyerabend warned against a lapse on the
part of scientists into scientism in his book Against Method. Scientism is a doctrine
according to which all genuine knowledge is scientific knowledge, reifying the scientific
method as the only legitimate form of inquiry.
Despite Feyerabend’s admonition, science’s success in explaining the world has led to a
cultural misappropriation that has conflated science with scientism. The profound societal
impact of this conflation has led astrophysicist Adam Frank to challenge defenders of
scientism by calling for a clarification of how scientism manifests itself in order to “help
us understand the damage it does to the real project that lies ahead of us: building
space for the full spectrum of human beings in a culture fully shaped by science” (Frank
2013).
Taking up Frank’s charge to consider how scientism manifests itself, and especially how
the metaphysics of consciousness offers the tools necessary for building the space to
which he refers, we need to ask, “What would we lose, if anything, by reducing all
learning and engagement to practices only rooted in the sciences?” This is precisely the
question we need to be asking in designing a curriculum for the 21st century. As
Feyerabend reminds us, true scientists are not scientistic they possess a much more
nuanced and complex understanding that sensibilities cannot be granted through
scientific practices. Science is a tool for investigating metaphysical and epistemological
claims. But, there is also value that comes from reflecting on experiences in a manner
that arouses the very sensibilities that enable us to deal with the metaphysics of being
human and conscious of living in the world. The liberal education we offer to our
students is a sensibility rather than a group of subjects. Good critics of literature can
bring us into a sphere of experience that combines allusions to the past with what is
happening in the world right now. Like philosophers, artists, and historians, they are
capable of speaking to a universality of experience, and it is unnecessary to measure how
many people were illuminated to understand the impact of what they offer. In the end,
it is this phenomenological engagement with the liberal arts that is incapable of being
translated through scientism.
Former statesman Henry Kissinger emphasizes this point in a recent piece he wrote in
The Atlantic. Lamenting that “in every way human society is unprepared for the rise of
artificial intelligence,” Kissinger describes his growing concern about the future of
humanity as arising from his discovery three years ago and subsequent fascination with
machines that could train themselves, exceeding the skills of their human programmers,
to master the strategy game “Go” (p. 11). As an historian, he wondered “what would be
the impact on history of self-learning machines machines that acquired knowledge by
processes particular to themselves and applied that knowledge to ends for which there
may be no category of human understanding” (p. 12). He asks ultimately, “How will we
manage AI, improve it, or at the very least prevent it from doing harm, culminating in
the most ominous concern: that AI, by mastering certain competencies more rapidly and
definitively than humans, could over time diminish human competence and the human
condition itself as it turns into data?” (p. 13).
In the future, we will not be able to continue to side-step the ethical and policy issues
inextricably linked to the use of technology. Scientific advancements will render questions
of free will and determinism and individual and social responsibility unavoidable. While
Kissinger briefly entertains science fiction scenarios, popular in film and video games,
where AI turns on its creators, he is much more focused on the capacity of AI to develop
slight deviations from human instructions that could cascade into catastrophic departures
(p. 13).
The potential for catastrophe he cites is escalated by the fact that AI can be expected
to make mistakes at a faster and greater magnitude than humans and optimize situations
in ways that differ from human optimization, leading to the question, “What will become
of human consciousness if our own explanatory power is surpassed by AI, and societies
are no longer able to interpret the world they inhabit in terms that are meaningful to
them?” (p. 13). Kissinger notes that “The Enlightenment started with essentially
philosophical insights spread by a new technology,” in that case, the spawn of the
printing press. He maintains, however, that “Our period is moving in the opposite
direction, it has generated a potentially dominating technology in search of a guiding
philosophy” (p. 14). He makes a compelling plea, therefore, for the creation of a national
vision exploring the transformation of the human condition that has been prompted by
AI one which connects the rise of technology in relation to the humanistic traditions.
In a world in which technological advancements continue to precede thoughtful
reflection about the ethical, legal and social implications of the use of technology, the
future of liberal education will require developing a deeper-level understanding across
subject areas, connecting knowledge to experience, and adopting a holistic approach to
evidence-based problem solving that incorporates diverse, sometimes contradictory points
of view. On this model, disciplinary work remains foundational, but students are provided
with faculty-guided practice connecting their disciplines with others, with the
co-curriculum, and with the needs of society, across the curriculum, from their first-to
final-semester.
Integrative learning and thematic pathways that address grand challenges across
disciplines and within the major, requiring students to apply their knowledge to new
problems is one of the best approaches to cultivating the perception, intellectual agility,
and creative thinking necessary students to thrive in a globally-interdependent,
innovation-fueled economy. Yet, it also recognizes that decision making must be
grounded in the ethical principles of respect for persons, justice, and beneficence.
Sociobiologist E. O. Wilson’s cogent observation that contemporary society is “drowning
in information, while starving for wisdom” was accompanied by his prediction that “the
world henceforth will be run by synthesizers, people able to put together the right
information at the right time, think critically about it, and make important choices wisely”
(p. 294). By asking students to address big questions and grand challenges, we lead them
to test the edges of their own ambition. In the process of learning across difference and
connecting their courses with issues and communities beyond the classroom, they
develop more sophisticated ethical reasoning and judgment, a sense of responsibility to
self and others, acquire empowering knowledge, and gain new levels of agency.
The ability to engage and learn from experiences different from one’s own and to
understand how one’s place in the world both informs and limits one’s knowledge is
essential to the crucial capacity to comprehend the interrelationships between multiple
perspectives, including personal, social, cultural, disciplinary, environmental, local and
global. This understanding is pivotal for bridging cultural divides, necessary for working
collaboratively to solve the world’s most pressing problems all the more reason colleges
and universities need to redouble our focus on world citizenship and the
interdependence of all human beings and communities as the foundation for education.
Understanding that anger, hostility, and pity each carry the risk of creating barriers to
humanistic identification, finding commonality among individuals with radically different
perspectives and offering a starting point for collective social transformation carries new
import.
More than a decade ago, AAC&U embarked on a Shared Futures initiative, designed to
advance the development of integrative general education curricula that use global
learning and global challenges as a fundamental organizing principle for excellence in
undergraduate education. The focus was on creating cross-disciplinary, problem-based,
in-depth modules for globalizing general education, recognizing that the complex social
challenges around us, and those students will confront in the decades ahead, are
increasingly global problems: technology and the environment, conflict and security,
health and disease, poverty and economic opportunity.
Our commitment to advancing global learning is founded on the conviction that the
world is a collection of interdependent yet inequitable systems and that higher education
plays a vital role in expanding knowledge of human and natural systems, privilege and
stratification, and sustainability and development to foster individuals’ abilities to promote
equity and justice at home and abroad. Global learning enhancing a student’s sense of
identity and community through meaningful opportunities to analyze and explore
complex global challenges, collaborate with diverse individuals, apply learning to take
responsible action in contemporary global contexts, and evaluate the goals, methods, and
consequences of that action.
Philosopher Martha Nussbaum offers a compelling defense of this type of global
education for the future, observing,
One of the greatest barriers to rational deliberation in politics is the unexamined
feeling that one’s own current preferences and ways are neutral and natural. An
education that takes national boundaries as morally salient too often reinforces this kind
of irrationality, by lending to what is an accident of history a false air of moral weight
and glory. (1994)
Nussbaum argues that placing a community of human beings above national
boundaries will bring us closer to solving global problems that require international
cooperation, but it will necessitate the revision of curricula in support of the recognition
of a shared future and the fostering of global dialogue grounded in the geography,
ecology, traditions and values of others.
It is one in which our deliberations are, first and foremost, “deliberations about human
problems of people in particular concrete situations, not problems growing out of a
national identity that is altogether unlike that of others” and in which students not only
“recognize humanity wherever” it is encountered, but also “understand humanity in all its
‘strange’ guises” (1994). When every human being becomes part of our community of
dialogue and concern, and our political deliberations are founded on that common
human bond, it becomes more difficult to be dismissive of the well-being of others.
These lessons are more important than ever as we prepare graduates for the
ever-shifting landscape of tomorrow. Students must be asked to demonstrate an
understanding of complex and overlapping worldwide systems, how these systems are
influenced and constructed, operate with differential consequences, affect the human and
natural world, and perhaps most importantly, how they can be altered. Students should
be asked to apply an integrated and systemic understanding of the interrelationships
between contemporary and past challenges facing cultures, societies, and the natural
world on the local and global levels.
A contemporary liberal education must bridge the traditional divides between “liberal”
and “applied.” At the heart of liberal education are a range of high impact practices:
first-year seminars, learning communities, writing-intensive courses, collaborative projects,
undergraduate research, internships, community-based learning, capstone courses,
immersion in long-term projects, and engagement with educational mentors inside and
outside of the classroom. These practices lead to higher levels of student performance,
learning, and development and have a lasting impact on students’ lives. What the
experiences have in common is that they intentionally engage students in consistent
interaction with peers, faculty, staff or community members, and provide opportunities for
regular group-based and individual reflection over time.
Economic growth in a postindustrial, knowledge-based global economy will require
implementing curricular changes that ensure all students have equal access to
high-impact practices that prepare them to thrive in the workplace. Colleges and
universities have an obligation to educate students to become productive citizens,
undoubtedly including an education that leads to financial security. Any institution that
fails to incorporate ways for students to think about careers, gain workplace experience,
and apply their learning is doing a disservice to those we seek to educate. But providing
students with the skills and experiences that will earn them a paycheck is only part of
the mission of liberal learning. The illumination of human consciousness through
literature, philosophy, music and the arts allows us to flourish fully as human beings,
enriching our experiences as individuals and as members of a community and
empowering us to confront the most fundamental questions of human existence.
As I look around this room, I suspect that you are like me in many ways: what makes
us get up in the morning is not helping the next generation make money. That is not
the principle goal of higher education. At our best what we aim to do is open minds,
share ideas, ignite imagination, and guide our students toward a future we only can
partially apprehend. It is good and purposeful work we are engaged in work made even
more boundless by the recognition that education has changed each and every one of us
and will continue to do by the sheer transformational force of its possibility. Amidst
increasing fragmentation and complexity, it is work that enables each of the students we
serve to find their best and most authentic selves.
Association of American Colleges and Universities. “Fulfilling the American Dream:
Liberal Education and the Future of Work,” Hart Research Associates, 2018.
Feyerabend, Paul. 1975. Against Method. London: Verso.
Frank, Adam. 2013. “The Power of Science and The Danger of Scientism.” National
Public Radio, August 13.
http://www.npr.org/sections/13.7/2013/08/13/211613954/the-power-of-science-and-t
he-danger-of-scientism.
Kissinger, Henry. “How the Enlightenment Ends,” The Atlantic. June 2018.
Nussbaum, Martha C. “Patriotism and Cosmopolitanism,” Boston Review, October 1,
1994.
bostonreview.net/martha-nussbaum-patriotism-and-cosmopolitanism.
The National Academies of Sciences, Engineering and Medicine. “The Integration of
the Humanities and Arts with Sciences, Engineering, and Medicine in Higher
Education: Branches from the Same Tree,” 2018.
Wilson, E.O. Consilience: The Unity of Knowlege, Vintage Books, 1988.
24 .
, , , ,
, . (Valparaiso University)
(Christ College) .
100 (the Lilly Fellows Program in
Humanities and the Arts) . (Teach for America)
.
(the Cropper Center for Creative Writing) ,
.
President of St. John’s College
Panayiotis (Pano) Kanelos is the 24th President of St. John’s College, Annapolis. After
earning degrees from Northwestern University (BA), Boston University (MA), and the
University of Chicago (PhD), he taught at Stanford University, the University of San Diego,
and Loyola University Chicago. He served most recently as dean of Christ College, the
Honors College of Valparaiso University. An outspoken advocate for liberal education, he
oversaw the Lilly Fellows Program in Humanities and the Arts, comprising a network of
more than 100 colleges and universities. Among the earliest participants in the Teach for
America program, President Kanelos is as passionate about teaching as he is about
writing and scholarship. He founded the Cropper Center for Creative Writing at the
University of San Diego and is a noted Shakespeare scholar, having served as the resident
Shakespearean in the Old Globe MFA Program and the founding director of the
Interdisciplinary Shakespeare Studies Program at Loyola University Chicago.
21 ? (liberal Arts)
(general
education)
. ,
.
. , , ,
, ,
.
, ‘ (future-proof)’ .
Panayiotis Kanelos
President of St. John’s College
What kind of higher education will allow us to meet the challenges of a 21st century
economy? In a wide-ranging speech on the character and purpose of liberal arts
education, Pano Kanelos contends that a well-rounded, general education in natural
science and the humanities is best suited to meeting the demands of the modern
economy. Surveying the traditions of education in Ancient Greece, the talk with introduce
and explicate the history of liberal arts education. It will then explore how that education
is delivered at St. John’s College, which requires a general education in the tradition of
Western great books. That education cultivates the habits of virtue, of discussion, of
translation, writing, experimentation, mathematical demonstration, and musical analysis to
adapt, think creatively, and solve complex problems. Paradoxically, it is the oldest
education in the arts of understanding that, as our pioneers in the fields of technology
and entrepreneurship have demonstrated, will prepare students to be “future-proof” in
the uncertain economy of the future.
2017.5
1987
1987 The University of Chicago ( )
1979 ( )
1976
2013- (FISP) (Committee Director)
2014- (IAPh)
2017-
2017-
2017-
2018-
President of Ewha Womans University
2017-Present, President, Ewha Womans University
1987-Present, Professor, Department of Philosophy, College of Liberal Arts, Ewha
Womans University
Ph.D. Philosophy, University of Chicago, 1987
Dissertation: Transcendental Arguments, Objectivity and the Nature of
Philosophic Inquiry
M.A. Philosophy and Christian Studies, Ewha Womans University, 1979
B.A. English Language and Literature, Ewha Womans University, 1976
2013-Present, Committee Director, International Federation of Philosophical
Societies (FISP)
2014-Present, Board Member, International Association of Women (IAPh)
2017-Present, Chairperson, Policy Committee of the Ministry of Justice
2017-Present, Member, Advisory Committee of the Constitutional Court
2017-Present, Chairperson, Commission on University Ethics
2018-Present, Member of the Board of Trustees, Korean Council for University
Education
ECOLAS /
( , ) (Carleton
University in Ottawa ) 2001 . 1990 2003
(Comenius University, Bratislava) . 1996
& (Kritika & Kontext : www.kritika.sk)
. 2006 BISLA (Bratislava International School of Liberal Education)
. 2008 20
, ECOLAS (European Consortium of Liberal Arts and
Sciences) . BISLA GLAA (Global
Liberal Arts Alliance) . ‘ (An Attempt to
Analyze Slovak Society)’ (2002 ), ‘ A (Crisis of European Identity)’ (2012)
‘ (Slovakia: Pure Theory vs. Political
Reality)’ (2012) . ‘BILSA ECOLAS
(BISLA and ECOLAS: Hubs of the Liberal Arts in Europe (AUC Press, 2017))’ ‘
(Liberal Arts to Rescue Bachelor Degree in Europe (Rodopi Press,
Amsterdam, 2018))’ .
Executive of European Consortium of Liberal Arts and Science(ECOLAS) /
Rector of Bratislava International School of Liberal Arts, Slovakia
Studied International relations at the University of Toronto (IR and Economics minor)
and at Carleton University in Ottawa where he obtained PhD in Comparative Politics and
Political Philosophy in 2001. Between 1990 and 2003, he taught political science at
Comenius University in Bratislava. Since 1996, he is the publisher and editor-in-chief of
journal Kritika & Kontext published in English and Slovak (www.kritika.sk). In 2006, he
founded Bratislava International School of Liberal Education (BISLA) where he serves as a
Professor and rector (www.bisla.sk). He is co-founder (2008) and Executive director of
ECOLAS -- European Consortium of Liberal Arts and Sciences which is a network of over
twenty liberal arts colleges, schools and programs in Europe (www.ecolas.eu). As the
President of BISLA, he has been part of Global Liberal Arts Alliance (GLAA). He is author
of three books: “An Attempt to Analyze Slovak Society” (2002), "A Crisis of European
Identity" (2012) and "Slovakia: Pure Theory vs. Political Reality" (2012). Recent articles
dealing with liberal arts education are: BISLA and ECOLAS: Hubs of the Liberal Arts in
Europe (AUC Press, 2017) and Liberal Arts to Rescue Bachelor Degree in Europe (Rodopi
Press, Amsterdam, 2018).
ECOLAS /
(liberal Arts) ,
. (Humboldtian
model) .
.
. , , ,
‘ (soft skill)’ , .
, ,
. 60
. ECOLAS (European
Consortium of Liberal Arts and Sciences) .
, .
. .
.
.
Samuel Abraham
Executive Director of ECOLAS and Rector of BISLA
Grösslingova 53, Bratislava, Slovakia
Liberal Arts studies are in most European countries still viewed as a US import and
educational model without a subject focus. The Humboldtian model, on the contrary,
which insists on specialization from the day one of university studies, is widely supported
and respected. Hence, to start a Liberal Arts program by Europeans has required certain
risk. Yet it is a worthwhile undertaking because the positive results are considerable. The
key elements of this model: small classes, dedicated teachers, engaged students and the
stress on intellectual or “soft’ skills guaranties high quality of education. The graduates of
such programs are ready for Master and PhD studies as well as employment thanks to
the breadth and depth of their knowledge, problem solving abilities and moral aptitude
all so necessary today in academia, business and politics. Currently, there are about 60
institutions in Europe that offer liberal arts education. About half of them are loosely
associated within European Consortium of Liberal Arts and Sciences (ECOLAS). They are
mostly university colleges, a model that is most suitable for European setting.
Independent, small colleges are rare due to lack of tradition to start and support such
institutions. The liberal arts method of education can be introduced at any undergraduate
setting; however, it must preserve its basic elements. There is even an analysis that offers
transformation of large universities into colleges as a way to improve the education of
Bachelor students as well as to remove the walls of narrow specialization currently
predominant at European universities.
JAILA /
, (University of Nottingham) ,
(University of Leeds) . ,
, .
‘ (Polyphony in Fiction: A
Stylistic Analysis of Middlemarch, Nostromo, and Herzog (Peter Lang, 2008))’, ‘
, (Britain Today: Old Certainties, New Contradictions (Cengage
Learning, 2009, co-author))’, ‘ (Rock UK: A Cultural
History of Popular Music in Britain (Cengage Learning, 2012, co-author))’, ‘
(Literature and Language Learning in the EFL
Classroom (Palgrave Macmillan, 2015, co-editor))’, ‘
(Scientific Approaches to Literature in Learning Environments (John Benjamins, 2016,
co-author))’, ‘ (Stylistics Routledge, 2017, co-author))’ .
JAILA (Japan Association of International Liberal Arts) PALA (Japanese Ambassador
for the Poetics and Linguistics Association) .
President of JAILA / Professor of University of Hyogo
Masayuki Teranishi is Professor at the School of Human Science and Environment, the
University of Hyogo, Japan. He holds an MEd from Okayama University, an MA from the
University of Nottingham, and a PhD from the University of Leeds. His current interests lie
in stylistics, specifically in the study of prose fiction and cognitive, pedagogical, and
communicative stylistics. His recent publications include Polyphony in Fiction: A Stylistic
Analysis of Middlemarch, Nostromo, and Herzog (Peter Lang, 2008), Britain Today: Old
Certainties, New Contradictions (Cengage Learning, 2009, co-author), Rock UK: A Cultural
History of Popular Music in Britain (Cengage Learning, 2012, co-author), Literature and
Language Learning in the EFL Classroom (Palgrave Macmillan, 2015, co-editor), Scientific
Approaches to Literature in Learning Environments (John Benjamins, 2016, co-author), and
Stylistics Routledge, 2017, co-author). He is the chair of the Japan Association of
International Liberal Arts (JAILA) and the Japanese Ambassador for the Poetics and
Linguistics Association (PALA).
JAILA /
, EFL (English as a Foreign Language)
CBI (Content-Based Instruction) CLIL (Content and Language Integrated Learning)
. .
, 1
. JAILA , , , , ,
.
,
.
(interdisciplinary) . ‘
(The Campus and the Mentor: What University Education is All
About);’, ‘ , (Japan as the Frontier of Aging Society)’, ‘
? (Nietzsche: What is Tragedy?)’, ‘ (Business in Asia)’,
‘ (“Interdisciplinary,International Studies)’ .
‘ (International Liberal Arts)’
.
.
��������� �� � ���� ��� ������ ��� �������� ������
Masayuki Teranishi
University of Hyogo & Japan Association of International Liberal Arts (JAILA)
One of the recent efforts in EFL (English as a Foreign Language) in the Japanese
university is CBI (Content-Based Instruction) or CLIL (Content and Language Integrated
Learning), in which students improve their knowledge of a variety of academic fields
through the foreign language. This is a great shift from the communicative approach
whose primary aim is to improve practical English proficiency, especially oral conversation
skills. Fortunately, JAILA consists of members with a variety of academic interests, such
as philosophy, history, social science, natural science, art, education, environmental
studies, as well as English and other foreign languages. Accepting this pedagogical trend
as a positive step, we have been working on the future university textbook where
students can acquire basic knowledge of different academic areas through foreign
language instruction. In this presentation, I would like to talk about the contents of this
interdisciplinary textbook. The chapters to be discussed will be: “The Campus and the
Mentor: What University Education is All About”; “Japan as the Frontier of Aging Society”:
“Nietzsche: What is Tragedy?”: “Business in Asia”; and “Interdisciplinary, International
Studies”. By examining the subjects included in this book, I hope to offer our concept of
“International Liberal Arts”. Also, I wish to share with the audience some obstacles to this
kind of ambitious project and possible methods to remove those obstacles.
(CSULB)
(private language)
.
. < , , >
< > .
< > ,
< : > < : > .
, ,
< >
.
Professor of Ajou University
Dr. Song Hasuk acquired BA in French Language Studies at Hankuk University of
Foreign Studies, MA with academic research on private language of Bitgenstein at CSULB
in Californita, U.S. and PhD in theory of truth at School of Philosophy at Claremont
University. Currently as a professor of Dasan Undergraduate School at Ajou University, Dr.
Song is teaching philosophy and logic. The professor of Ajou University is one of
co-translators of numerous publications including Language, Truth & Logic written by
A.J.Ayer, and The Development of Logic co-written by William and Martha Kneale.
Furthermore, with aspiration for making the society more reasonable, Dr. Song wrote
Logic Training for Leaders, and co-written with the fellow philosophers Forest of
Philosophy: Asking for Pathways and Forest of Philosophy: Opening Pathways. Conducting
research in language philosophy, philosophical science and philosophical psychology, as
well as logic, numerous academic journal has been published, and the latest publication,
Study of Semantic Paradox has been written and is to be published.
: 1960. 8. 23
: (1985.8)
: AIIAS (1991.10) Summa Cum Laude
: Andrews University Seminary (2005.02)
2014. 01-( ) SDA (Biblical Research Institute)
2016. 03-( )
2016. 03-2018. 03
2016. 03-( )
2016. 08-( )
2017. 03-( )
2018. 03-( )
2018. 03-( )
President of Sahmyook University
PERSONAL DATA
Citizenship Republic of Korea
Contact Info E-mail) [email protected]
EDUCATION
2005.02. Ph.D. in Mission and Ministry, Andrews University, USA
1991.10. M.Th. in Pastoral Theology, AIIAS, Philippines
1985.08. B.A. in Theology, Sahmyook University, Korea
PROFESSIONAL CAREER
2018. Current. Senior vice-President of Korean Association of Private Universities
2017. Current. Vice-President of Korea Association of Accredited Theological
Schools
2016. Current. A Board member of Korean University Council for Social Service
2016. Current. Member of Admission Screening Committee at Korean Council for
University Education
2016. Current. President of Sahmyook University
2014. Current. Member of SDA Biblical Research Institute
(Amsterdam University College )
2016 . (University of Amsterdam)
. (University of Glasgow)
, (University of Lyon) (University of Coventry)
. (University of
Oxford) . 2010~2015
(Nottingham Trent University) .
(Institute for International Studies) .
,
, (National
Videogame Arcade) TV (NottsTV) .
2015 (the Guardian) .
.
(city-learning), (civic engagement), ,
, .
Dean of Amsterdam University College
Murray Pratt joined Amsterdam University College in February 2016 as Dean. He also
holds a chair at the University of Amsterdam as Professor of Contemporary Cultural and
Literary Studies. Murray obtained a M.A.(Hons) from the University of Glasgow, also
studied at the Universities of Lyon and Coventry, and holds a D. Phil. in Modern and
Medieval Languages and Literature from the University of Oxford. He has published on
cinema, literature and culture. From 2010 to 2015, he was Dean of the School of Arts and
Humanities at Nottingham Trent University, where he also held a chair in French and
International Studies. Prior to this, he was Deputy Director of the Institute for
International Studies.
Murray has developed innovative pathways for students with civic and cultural partners,
including galleries, museums and media companies, and supported the launch of
Nottingham’s National Videogame Arcade and television station, Notts TV. His pioneering
work involving students in an online graphic novel about Nottingham’s literary history
was awarded the 2015 Guardian prize for teaching excellence. He engages nationally and
internationally in the development of contemporary liberal arts and his educational
interests include city-learning, civic engagement, and internationalisation in higher
education, with a particular emphasis on the development of field trip labs, in-country
studies and global studies.
21 .
, (
(post-truth), , ) .
.
(LAS : Liberal Arts & Science)
, , . 2009
(AUC : Amsterdam University College) LAS
.
(the Dutch University College)
, ,
. AUC LAS
4 .
. ,
.
, ‘
(good citizen)’ .
AUC .
Murray Pratt
Dean of Amsterdam University College
The challenges facing us in the twenty-first century are immense: while threats to
planetary sustainability dwarf other issues, it could be argued that issues such as climate
change and resource depletion are intertwined with other crises (post-truth, mass
migration, deficits in social and political engagement). Educating tomorrow’s
decision-makers and thought-leaders is therefore an urgent and complex task. A liberal
arts and science (LAS) approach to undergraduate studies prepares students to approach
big questions from a foundation of academic rigour, training them to become adaptable,
innovative and responsible academics. Founded in 2009, Amsterdam University College
(AUC) delivers an exceptional LAS programme preparing students to tackle these great
challenges. Within the Dutch University College system, it combines a small-scale,
intensive and international approach with a focus on experiential, project-based learning,
informed by the scientific method and an openness to diversity and engagement. This
paper charts four considerations that form the basis for renewing the LAS curriculum at
AUC. First, it asks what constitutes core learning for undergraduates, in an era where
consensus is lacking. Next, the paper considers interdisciplinarity, indicating the
importance of combining learning that crosses boundaries with training that grounds
students in the pre-requisites for research. Thirdly, it revisits the notion of ‘the good
citizen’ from pluralistic angles, emphasising social responsibility, civic engagement and
global citizenship. Finally, it interrogates AUC’s focus on scientific learning, arguing that
scientific learning, even at its most abstract, should be infused with an awareness of the
real-world contexts and controversies to which it is applied.
. 1995~2001
,
(Ludwig Maximillian University, Munich)
. , ,
. 2010~2015
.
(UCF : University College Freiburg) . 2012
. , , .
,
.
Managing Director of University College Freiburg
Paul-Henning Sterzel has a dual US-American and German background. After his studies
(1995-2001) in Political Science, Economics, and History in Freiburg (Germany) and Rennes
(France), he worked (2002-2009) in research projects on science and technology policy
and globalization at the Technical University and the Ludwig Maximilian University of
Munich (Germany). This academic work raised his interest in the practical aspects of
science and higher education management and university governance in general. As
Personal Consultant to the Vice-President for Academic Affairs at the University of
Freiburg (2010-2015), he was involved in the breadth of academic affairs of an excellent
and internationally oriented research university. One of his responsibilities was the design
and establishment of University College Freiburg (UCF). In 2012 he took on the position
of Managing Director at UCF. As such, his responsibilities cover infrastructure, finance, and
human resources. Together with the UCF Academic Director and Board, he is also
responsible for the daily affairs and strategic development of the College.
(UCF:
University College Freiburg) LAS(Liberal Arts and Sciences)
. ,
.
: ,
. ,
:
. , ,
, .
:
. , ,
.
: .
,
.
. .
(Yoo, Hong Joon) (1981) (1983) ,
(Stony Brook) Ph.D. (1988) .
(1989~) 2011 .
(2005), (2007) , (2015) ,
(2018~) . 2017 .
< >, < >, < >, < > 46 ,
“ ”, “ ”,
“ ”, “Occupational Structure in China and Its HRD Policy Implications:
Compared with Korea” 63 .
Dean of University College of Sungkyunkwan University
Prof. Hong Joon Yoo has been a professor of Sociology in Sungkyunkwan University
(SKKU) since 1989 after he received a Ph.D. degree from State University of New York at
Stony Brook in 1988. He is serving as a Dean of University College in SKKU for 8 years
and now acting as a President of Board Committee for KONIGE. He worked as a member
of Advisory Committee for Korea Ministry of Education(2005) and of National Youth
Council(2007). He also served as a Chairperson of National Council of General Education
for Korean Universities(2015). He was endowed a Commendation from President of Korea
on Teachers’ Day in 2017.
He has wrote several books including <Sociology of Organizations>, <New Economic
Sociology>, <Sociology of Occupations>, and <Modern Chinese Society>. He also
published 63 academic articles including “The research trends and tasks of sociology of
organizations”, “Korean occupational status index”, “Occupational structure in China and
Its HRD policy implications: Compared with Korea”.
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.
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? ?
- ?
< >
. , , ,
,
.
2020 .
, .
Prof. Hong Joon Yoo
Dean of University College, Sungkyunkwan University
The points what we have to consider most important in regard to the educational
excellence for general education in Korean higher education are as follows.
What kind of world the students will live in? What sort of college graduates will be
needed by the society? What type of college is going to be the model of Korean
universities? What kind of education should be offered to college students? Which is the
most effective teaching method for college general education?
The general education curriculum in Sungkyunkwan University(SKKU) is steering toward
capacity-oriented curriculum to achieve its educational excellence. The humanity mind
for community, communication ability based on critical thinking, problem-solving ability
based on creativity, global capacity depend on the understanding of multi-cultures, broad
knowledge based on interdisciplinary study are the main capacities to be acquired. To
accomplish this object, the general education curriculum of SKKU has combined both the
core-based curriculum and the distribution based curriculum at the same time.
Recently, SKKU decided to change its general education curriculum for the direction of
intensifying education for classics from 2020 academic year.
On the background of this transformation lied the will of SKKU to go back to the very
basic of general education. The contents are as follows in my presentation.
(Hong, Seok Min) (1987) (1990)
State University of New York at Buffalo
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Director of the Research Institute for Liberal Education
Since 2017 professor Hong Seok Min is working as the first Director of the Research
Institute for Liberal Education, the University College of Yonsei University, teaching
western history at the same College. Prof. Hong, having graduated from the History
Department of Yonsei University and its Graduate School, received his doctoral degree in
the field of Western History from the State University of New York at Buffalo in 2003.
He served as both the Chief Editor and the Ethics Chairman of the Korean Society of
British History, an editor of the Korean Society for Western History, and various
committee members of the Korean Institute for Curriculum and Evaluation, the National
Research Council for Economics, Humanities and Social Sciences, the Curriculum Council
of the Ministry of Education, and the Korea Textbook Research Foundation. Now, in
addition to the Director mentioned above, he is also working as a board member of the
OI-SU Foundation of Korea-Japan Scholarship Association, a consultant of the Korea
National Institute for General Education, and a board member of the Korean Association
of General Education.
Prof. Hong wrote thirty works or so about British political(-cultural) history and social
policy history including <<Welfare To Work and Individuals’ Independence and Creativity:
Studies on the ‘Work Programme’ of the British Conservative Party’s ‘Big Society’>>, <The
British Parliament and the Making and Unmaking of the ‘Flapper Vote:’ A Forgotten
Double-Discriminated Category, 1918-28>, and <Unexplored Characteristics of the
‘Consensus Politics’ in Postwar Britain>.
ACE+
(1992.11.)
(1988.02.)
(1978.02.)
President of Soongsil University
President of Soongsil University
Board member of Korean Council for University Education
Vice chairman of Korean Association of Private University Presidents
Chairman of Advancement of College Education Consortium
Ph.D. in Economics at Free University of Berlin, Berlin, Germany (Oct. 1992)
M.A. in Economics at Free University of Berlin, Berlin, Germany(Feb. 1988)
B.A. in Economics at Soongsil University, Seoul, Korea(Feb. 1978)
(Leung Mei Yee) (CUHK : Chinese University of Hong Kong)
1 ( - ) . 1999
. 1999 2012
. 2008
GEF (General Education Foundation Programme)
. GEF 2 . ‘ (In
Dialogue with Nature)’ ‘ (In Dialogue with Humanity)’
. 2012 GEF
AGLA (Association of General and Liberal Studies)
(Exemplary Program Award for Improvement of General Education) 2015 .
(Hong Kong University Grants Committee)
2016 UGC (UGC Education Award) ,
2016 (University Education Award) .
Director of University General Education of the Chinese University of Hong Kong
Leung Mei Yee graduated from the Chinese University of Hong Kong (CUHK) and
gained her Mâtrise and Docteur-en-Histoire from Université de Paris I
(Panthéon-Sorbonne) in France. She has served the Office of University General Education
in CUHK since 1999. Associate Director from 1999 to 2012, she has helped to devise and
implement vigorous quality assurance mechanism in the general education offerings.
Since 2008, she has also taken charge of developing General Education Foundation
Programme (GEF) as Programme Director. GEF is a core-text programme including two
courses required of all undergraduates of CUHK. The two courses, namely In Dialogue
with Nature and In Dialogue with Humanity, are interdisciplinary in nature and
cross-cultural in orientation, requiring students to read excerpts of Chinese and world
classics and to reflect on perennial problems of common concerns. Director of University
General Education since 2012, she led the GEF team to win in 2015 Exemplary Program
Award for Improvement of General Education conferred by the Association of General and
Liberal Studies (AGLS) in USA. The achievements of the team has also been recognized
by UGC Education Award 2016 presented by the Hong Kong University Grants
Committee, and University Education Award 2016 by CUHK.
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1) AAC&U (The American Association of Colleges and Universitie) (2018). ? 2018 10
13 https://www.aacu.org/leap/what-is-a-liberal-education
2) (Bush) T. (2008). . , (From management to
leadership. Semantic or meaningful change)? , . , , . SAGE .
272.
3) (Roth) M.S. (2014). . (Beyond the university. Why liberal education matters).
. (Yale University Press).
Leung Mei Yee
Director of University General Education of the Chinese University of Hong Kong
Defined as “an approach to learning that empowers individuals and prepares them to
deal with complexity, diversity, and change”, liberal education today includes both
general education and in-depth study of a major. General education is “that part of a
liberal education curriculum that is shared by all students”, and “forms the basis for
developing essential intellectual, civic and practical capacities.” 4) From this definition,
general education should be strategically important in achieving the goals of liberal
education. Yet, most often, general education curriculums consist of loose distribution
requirements organized in broad domains of knowledge from which all students are
required to select several courses among a menu of hundreds of courses. The number of
faculty members involved may be large, but few of them, like the students, would have
a clear idea of what general education is. Under these circumstances, general education
cannot be successfully managed in a restrict sense of management, which means “the
routine maintenance of present operations”. 5) Administrators of general education
should demonstrate leadership in initiating change and motivating different stakeholders
to achieve the goal of liberal education. Moreover, as liberal education is “to be liberatin
g and aiming at freedom through understanding”, 6) leadership should also be nurtured
at all levels. Ideally, general education should be a curriculum of empowerment so that
students can become autonomous learners, while faculty may learn, reflect and innovate
through teaching.
4) We adopt the definition articulated by The American Association of Colleges and Universities (AAC&U) .Association of American
Colleges and Universities. (2018). What is a Liberal Education? Retrieved from https://www.aacu.org/leap/what-is-a-liberal-education,
on 13 Oct. 2018
5) Bush T. (2008). From management to leadership. Semantic or meaningful change? Educational Management, Administration and leadership. London, Los Angeles, New Delhi and Singapore: SAGE Publications. 272.
6) Roth M.S. (2014). Beyond the university. Why liberal education matters. New Haven and London: Yale University Press.
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2012 ~ 17 , 2008 ~ 14 AUQA (Australian
Universities Quality Agency) TEQSA (Tertiary Education Quality and Standards Agency),
2015 ~ 20 . 1996
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. CCSS (China College Student Survey)
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(World-Class University Constuction Project) PI .
Professor and Chair of the Academic Committee in the institute of Tsinghua University
Dr. Shi Jinghuan is a professor and the Chair of the Academic Committee of the
Institute of Education, Tsinghua University. She also works as the Deputy Chair of the
Special Committee of Institutional Research, China Association of Higher Education, the
Deputy Chair of the Special Committee of Higher Education Evaluation, China Association
of Higher Education. She is an Honorary Professor, Faculty of Education, University of
Manchester, UK. 2012-2017; an Oversea Auditor, Australian Universities Quality Agency
(AUQA) Tertiary Education Quality and Standards Agency (TEQSA), 2008-2014; an
International Board Member of the University Quality Assurance, Dubai Knowledge and
Human Development Authority. 2015-2020. She was a Fulbright Scholar at the College of
Education, University of Maryland, USA., 1996;
Dr. Jinghuan has a broad academic publication in higher education, international and
comparative education, particular in the field of college student learning and assessment.
She has been a team leader in the national largest student survey project called China
College Student Survey (CCSS) for 10 years and is currently working as a PI for a national
key research project on the assessment of World-Class University Construction Project.
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Jinghuan SHI
Professor and Chair of the Academic Committee in the institute of Tsinghua University
China, as a country with a long civilization, has its education deeply rooted in the rich
history and culture. The current educational reform is an innovative practice based on the
heritage, which is particularly seen in the design of general education in the
comprehensive research-oriented universities, started in the late 80s of the 20th century
and reach to the peak within recent years.
The paper will take four top research universities which are Peking University, Tsinghua
University, Fudan University and Southern University of Science and Technology, as
examples, to show how the different universities within the same background and
national scheme, has been trying to design their own general education system. What are
the driving forces and inner resources for these agencies to build up their own general
education models? How these models influence the other higher education institutions
and shape the whole picture of general education in China?
China is undergoing a social transition and its higher education has gone through the
period of quantitative expansion, reaching to the new stage of quality improvement. The
major concern of both the government and society is focusing on increasing quality,
especially the cultivation of undergraduate students with not only knowledge, but also
market skills, social commitment, global competence and innovative capacity. How to
make the general education fitting into the new circumstances remains a challenge.
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Azalea: Journal of Korean Literature & Culture 2007
. 2011 ,
.
( , 2009) ( , 2016), (1 , 2 ,
2018) . “Howling Plants and Animals”(Harvard Journal of Asiatic Studies,
2012), “Sovereignty in the Silence of Language: The Political Vision of Kim Suyoung’s
Poetry”(Acta Koreana, 2015) :
:
.
Dean of Humanitas College of Kyung Hee University
Young-Jun Lee, Dean of Humanitas College at Kyung Hee University, edits Azalea:
Journal of Korean Literature and Culture, published yearly by the Korean Institute, Harvard
University. He has taught at various schools, including UC Berkeley, University of Illinois at
Urbana-Champaign, and Harvard University before returning to Seoul. He published
Collected Original Manuscripts of Kim Suyŏng’s Poetry (2009), Collected Works of Kim
Suyŏng’s Poetry and Prose (2 vols., 2018) and edited several core course textbooks in the
liberal arts program at the Kyung Hee University. His research focuses on the history of
modern Korean literature.
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(1989) ,
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200 , Technopolis (Springer, 2014) ,
12 .
President of Chungnam National University
Prof. Deog-Seong Oh is currently President and had served as professor at Chungnam
National University (CNU), Daejeon, Korea. He is also the chairman of council of National
University Presidents (41 Member Universities) and Senior Vice President, Korean Council
for University Education (238 Member Universities), Korea. He received Ph.D at Leibniz
University of Hannover, Germany in 1989 and Honorary Doctor of Humane Letters,
Bloomfield College, New Jersey, USA.
His research interests are on regional innovation policies with Science City, Climate
change and regional development, urban regeneration, etc. He has published about 200
papers at various international & national journals on those topics. He has also published
12 books on Technopolis (Springer, 2014), Technopolis in global context (WTA, 2002),
Carbon Neutral City (Kimundang, 2015).
(BCG)
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HR Topic . , UBS
Associate Director, (CFO) .
(HBS) MBA .
Patner of Boston Consulting Group(BCG)
Yunjoo is a Partner and Managing Director at the BCG Seoul office. During his tenure in
BCG, he has extensive consulting experience in various Finance sectors, ranging from
retail banking, wealth and asset management to payment and corporate banking.
Regarding topics, he has led various projects including growth strategy, business model
innovation, PMI and recently more focused on digital transformation and digital HR
development. Previously, Mr. Kim worked for Financial Institutions Group at UBS
Investment Bank, Hong Kong and led multiple M&A transactions across Asia. Also he
worked for Woongjin Group as the Group CFO.
He holds a bachelor's degree from Yonsei University and MBA from Harvard Business
School.
(BCG)
digitalization ,
, . Tech
, ,
, Digital Technology
, /
. ,
.
Yunjoo KIM
Patner of Boston Consulting Group(BCG)
Digital transformation is undergoing across all industries without any exceptions
ranging from tech to banking, consumer and industrials.This trend requires the different
way of working in the companies and also needs different set of qualifications and
capabilities from human resources.
Most of companies starts to seek the talents with the balance between creative/ open
mind-set and deep understanding on technology and digitalization. Most companies also
begins to upgrade their internal education system as well as performance management
system to embrace this talents. By understanding this big wave of change, a few
important implications on the school education system could be discussed.
87 ( : )
89~2016
, , Global HR
2 ( )
2016~2018 HP Printing Korea
HP
2018 IMI Consulting
Former Senior Vice President of Printing Solution Division of Samsung Electronics
Bachelor’s degree from Yonsei Univ. in 1987
(Major: Political Science, 2nd Major: Economics)
Worked at Samsung Electronics for 27 years in HR team.
Assigned recruiting/Staffing and Global HR leader
Dispatched two times in USA as a Global Recruiting Officer
Worked for 4 years as a Head of HR in Printing Solution Business.
Worked at HP Printing Korea for 2years as a Head of HR team
Responsible for Integration two Organizations of Samsung Electronics ‘s Printing Business
and HP
Working for IMI Consulting as a Consultant in HR part.
4 , 4
( , )
Hyunho SHIN
Former Senior Vice President of Printing Solution Division of Samsung Electronics
I will define the “Concept of Right Person” that companies want to prepare for the
Fourth Industrial Revolution.
And I will analyze the responses of companies preparing for the Fourth Industrial
Revolution, such as establishment of Global R&D center, M&A for recruiting and the
Employee training system.
Finally, I would like to propose that we build an Industry-Academic Cooperation system
by dividing roles between companies and universities in the future,
2005 ‘ ’
(2007-2010),
(2011-2013, 2017- )
,
(2012-2015), EBS (2006-2008)
(2009-2016), ( ) (2001- )
.
Director of the Institute of General Education of Sungkyunkwan University
Prof. Park, Jung-Ha received Ph.D. in philosophy at Seoul National University and has
been a professor of University Writing at Sungkyunkwan University (SKKU) since 2005. He
is serving as the Director of the Institute of General Education at SKKU and a consultant
of Korea National Institute for General Education. He is also working as a board member
of the Academia for philosophy, an institution that provides philosophical lectures to the
public. His research focuses on critical thinking, university writing, liberal education for
the future and philosophy education for citizens.
1975-1081
1982-1983
1983-1991 , ( , , )
1991-1993 , ( , , )
2011-
2017-
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1
Chairman of The Korean Association of General Education
2017- present The Korean Association of General Education, Chair2011-present Ajou University, Dasan University College Philosophy, Professor2001-2011 Ajou University Philosophy, Project Professor1993-2000 Musée de Seoul, Chief Curator
1975-1081 BA. Seoul National University, College of Humanities,German Language & Literature
1982-1983 University of Freiburg, Germany1983-1991 MA. Ludwig Maximilians University Munich, Germany
Philosophy, Literature and Logic1991-1993 Ph. D. Saarland University, Germany
Philosophy, Literature and Logic
Buddhistic Philosophy, Logic and Psychopathology, Philosophy of Art,
Logic of NagarjunaBuddhism and Analytic PhilosophyTime and Boundaries
“Gödel's incompleteness theorem: a proven myth?”“Dedekind’s Cut, tertium non datur and Relation”“A Logical Reconstuction of the Language Acquisition Process on the basis of the Dependent Origination(Pratītyasamutpāda)”“A reconstruction of Pratītyasamutpāda from a constructive point of view” etc.
The 1st Wonhyoe Academic Award(2010)
