英語

The aim of this paper is to redefine the meaning of the key competency concept as one that face to borderlines and to examine the educational practices that attempt to cultivate such competencies. For this paper, the Kyoyou-Liberal Arts class (Kyoyou-ka) at the Korea International School (KIS) was selected. KIS comprises a junior high school and high school and admits students that are Zainichi-Korean. In such an educational institution, Kyoyou-ka aims to cultivate students with powerful imaginations. These characters of movement resolve this paper’s purpose. Kyoyou-ka consists of dialogues between an educator and students. Such dialogues contain particular sets of questions from the educator and responses from the students. The educator attempts to drive the students to take the initiative to address paradoxical situations by inserting contradictions into the dialogues. However, such practices that differ from those of regular classes, and sometimes have dialogues that end in questions, confuse some of the students. Some students act nonchalant toward the educator’s demands. To constrain a student’ s independence is paradoxical. Hence, the only alternative for the educator is for him/her to wait on the expression of independence or to resolve the rarity of independence by bringing it up as a question. These situations depict the dilemma that educational practices attempting to cultivate independence essentially face. Nonetheless, educators that display such a dilemma in their dialogues provide the opportunity to cultivate liberal arts as a means to face borderlines.

英語