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Korean J General Edu > Volume 14(5); 2020 > Article
Korean Journal of General Education 2020;14(5):175-187.
DOI: https://doi.org/10.46392/kjge.2020.14.5.175    Published online October 31, 2020.
Question-Based Learning to Establish the Identity of University Liberal Arts Education -Focusing on Korea University's Core General Course “Liberty Justice Truth”
Yun-Eui Yang1, Jae-Ryong Cho2
1Professor, Korea University
2Professor, Korea University
대학 교양교육의 정체성 확립을 위한 ‘질문 중심 학습’ -고려대학교 공통교양 <자유정의진리>를 중심으로
양윤의1, 조재룡2
1제1저자, 고려대학교 교수
2교신저자, 고려대학교 교수
Correspondence:  Jae-Ryong Cho,
Email: rythme@korea.ac.kr
Received: 20 September 2020   • Revised: 20 October 2020   • Accepted: 22 October 2020
This paper proposes the new goal of implementing a new model for liberal arts education organized around ‘questions’ suggested by students. The general courses should not be seen as preliminary versions of major courses; instead, general and major courses should complement each other. Moreover, general courses (character building education) should focus to a greater extent on the growth of the creative capacities of learners. The current education system, which is largely based on the traditional educational model (i.e., one that prioritizes the transfer of knowledge, or the development of individual competencies), should be restructured into a new system in which learners can develop the ability to both independently raise issues related to their subject, as well as to think these issues through for themselves. To achieve this, they should be given encouragement to put themselves in the shoes of those whom they study, as it were, or to “become the other,” rather than simply to “analyze the other.”
In order to illustrate this new general course paradigm, this paper introduces Korea University's core general course “Liberty Justice Truth.” This is a course that emphasizes the importance of the process of students asking questions. From 2018 to 2020, as a result of running the curriculum for several years, the ‘question’ corresponds to a question set up by students themselves creatively, and observes the process of converging, spreading, and deepening this question with further questions. The questions from the students are categorized into 1) information grasping questions, 2) critical questions, 3) analytic questions, 4) extended questions, 5) problem-solving questions, and 6) creative questions.
2) value judgment, 3) analysis of parts, 4) synthesis of the whole, 5) object-oriented, 6) subject-oriented (It is hard to follow this numbering pattern in that I’m not sure what they relate to. For instance, does the latter 2 correspond to “critical questions” or new types of questions?) and as the awareness of the problem deepens, the questions (is that what you mean? The questions are expanded and implemented? Or their answers are implemented?) from 1), 3), 5) to 2), 4), 6) are expanded upon and implemented. Through this process, the learners’ collective intelligence enables their aesthetic, intellectual, and political judgments to converge.
The significance of the question-based class is as follows: First, it enhances and promotes the learners' free will. Instructors in this course do not primarily transfer knowledge to the learners, but rather play the role of facilitators of the entire process of self-directed learning. Second, as the subject of the question becomes plural, the learner inevitably meets the “other” and experiences convergence with them. Third, the learner goes beyond considering the position of the other and becomes the other by themselves, thereby causing a “redistribution of sensations” to think, feel, and sense like the other. In The Ignorant Schoolmaster, Rancière stresses that even the students of an ignorant teacher can attain unique knowledge on their own. This paper provides a specific example which supports Rancière’s perspective.
Key Words: question-based learning, category of question, learner's free will, discovery of the other, being the other, the distribution of the sensible (Jacques Ranciere), the identity of university liberal arts education
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