Project OverviewEducational Visions and GoalsEducational Strategies for the Achievement of the Visions and Goals
Today’s Korean society is facing multiple social crises. Various social problems born under the new social structure
since the 1997 Asian Financial Crisis have become aggravated ever since. Income gaps have consistently widened,
insecure labor expanded, and the problems of working poor and new poverty deepened.
These problems in production and distribution structures have been translated into the crisis of lifeworld. Due to the
insecurity in job and income, family dissolution continues to rise and the burdens of childrearing and elder care become
larger, which are exacerbated by a rapid population aging.
Despite the fact that various crises threatening the sound reproduction of the society, family, and individual happen all
at once, Korean politics and civil society do not develop a system of governance that effectively problematizes the crises
and generates policy solutions.
In order to fulfill a role of public sociology that actively responds to social problems and demands, our team conducts a
project that analyzes the reality of the multiple crises from diverse perspectives, seeking alternatives for sustainable
social integration. In specific, we pursue qualitative improvements in and internationalization of research and education
in the following fields.
(1) Structures and institutions of production and distribution (work, jobs, and income)
(2) Changes in the reproduction and lifeworld (family, health, and violence)
(3) Problematization of the crises and governance for social integration (political process and civil society)
‘Cooperative and comprehensive approaches to the reality of multiple crises’ is the principle educational philosophy
that our team strives to embody in all educational processes with this project. In the midst of current academic trends of
interdisciplinarity crisscrossing humanities, social sciences, and natural sciences, sociology has shown limitations of
not even breaking the boundaries between sub-fields within the discipline.
Our team pursues a cooperative curriculum within the three specialized areas in which relevant faculty members
participate, and more broadly, actively seek knowledge sharing and interdisciplinary education crisscrossing the
specialized areas. In the process, we aim to develop a new set of approaches to the understanding of occurrences and
reproductions of multiple crises and for the generation of alternatives.
For a qualitative improvement in research capacities of our graduate student participants, we support specialized
educational programs with a clear vision to foster excellent researchers. In particular, out team aims at:
· Specialized talent
· Interdisciplinary talent
· Creative talent
· Global talent
This vision reflects our goal to nurture next-generation sociologists who are 1) equipped with specialized knowledge
and analytic skills for a respective crisis domain, 2) capable of applying comprehensive thinking to interrelations
between crisis domains, 3) responsive to social demands by generating realistic and sustainable policy alternatives
for crisis resolution, and 4) able to qualitatively improve the crisis management capacity of Korean society with
a global-level research and network
Corresponding to the four educational visions that our team aims at, we establish and promote four
core educational strategies as below :
Strategy 1 : Education for specialty enhancement by three specialized areas
Seven faculty-member participants in our team organize three research labs working on the three specialized areas –
i.e., the structures and institutions of production and distribution, the changes in the reproduction and lifeworld, and
the problematization of the crises and governance for social integration – and create a pool of researchers equipped
with specialty and analytic skills in each area. With this training system, faculty members with similar research interests
promote a specialized curriculum in which students are intensively trained for learning major schools, recent research
trends and issues, analytic methods, and strategies for theorization in the respective field.
Strategy 2 : Education for multilevel interdisciplinarity across specialized areas
As in Strategy 1, our team trains students to develop specialty in the three specialized areas but simultaneously
promotes multilevel interdisciplinary education that embodies in our curriculum the bottom-up process
(specialty knowledge -> general knowledge) and the top-down process (general perspectives -> specialty-
based analysis) of the interdisciplinary pyramid, aiming for interdisciplinary knowledge of all areas to be interactively
Strategy 3 : Education for the development of creative problem recognition and solutions
Our team not only develops analysis and diagnosis of social crisis but also promotes a talent that creatively explores
problem solutions and alternatives. In order to achieve this goal, we actively institute educational programs for creative
problem recognition and solutions in our curriculum, fostering capacities for empirically based analysis of crisis and
creation of alternatives.
Strategy 4 : Education for the realization of global awareness, research capacity, and career development
Our team, not limited to a short-term goal of publications in internationally renowned academic journals, fundamentally
aims to nurture next-generation researchers who possess global knowledge and perspectives, actively participate in
international academic networks, and develop their own career path as a global researcher.