“교육정의론”에서 “교육”과 “교육의 가치” 개념에 대한 해체적 분석

이상준 한국교육원리학회 2018 교육원리연구 Vol.23 No.2

The issue of value allocation is mainly dealt with in philosophy. Rawls criticized utilitarianism and claimed justice as fairness. And some scholars are criticizing Rawls. They briefly discussed the value distribution of “education”. Lee Don-hee, however, discussed in detail the “distribution of educational opportunities” in the book “Educational Justice”. This study assumes Lee Don-hee's “Theory of Educational Justice” as a typical example of the discourse on “educational value” in Korean “academic world of educational research”. And the value statements presented in the discussion were selected modified metaethics to analyze the concepts of “education” and “value of education”. As a result of examining the concept of “education” stated in “Theory of Educational Justice”, it was analyzed as “education” as social system, growth, self- contradictory concept, and mercenary academic concept. And examining the concept of “value of education” stated in “Theory of Educational Justice”, it was analyzed as “value of education” as the value of institution, the value of society, the value of politics, the value of religion, and the value of subjects on a school curriculum. As a result of the above analysis, the concepts of “education” and “value of education” used in “Theory of Educational Justice” made confusing to the academic world of educational research and the everyday world including school. As the terms were deconstructed and changed according to context, we could communicate better and reveal the reality of the problem. Since this study is a typical case, further case studies on “value of education” such as “educational goal”, “educational evaluation”, “educational development” are needed. Also, after this deconstructing, it is necessary to reconstruct concepts and terms of educational value. 가치 배분 문제는 철학분야에서 주류를 이루었던 공리주의에 대한 비판으로 Rawls가 공정으로서 정의론을 주장하였고, 그에 대하여 일군의 학자들이 비판하면서 진행되고 있다. 그들의 논의에서 “교육”의 가치 배분에 대해 간략히 언급한 것에 비하여 이돈희는 “교육정의론”이라는 자신의 저서를 통하여 “교육기회의 배분”에 대하여 자세히 논하였다. 본 연구는 이돈희의 “교육정의론”을 우리나라 “교육학계”에서 진행된 “교육의 가치”에 대한 담론들 중 전형적인 하나의 예로 가정하고 그 논의에 나타난 가치진술을 메타가치론적으로 선별하여 “교육”과 “교육의 가치” 개념에 대한 분석을 실시하였다. “교육정의론”에 진술된 “교육”의 개념을 검토한 결과, 첫째, 사회제도로서 “교육”, 둘째, 성장을 위한 “교육”, 셋째, 자기 모순적 “교육”, 넷째, 용병학문적 “교육”으로 분석되었으며, “교육의 가치” 개념을 검토한 결과, 제도의 가치, 사회의 가치, 정치의 가치, 종교의 가치, 교과의 가치로 분석되었다. 이상의 분석결과 “교육정의론”에서 사용된 “교육” 개념과 “교육의 가치” 개념은 그 개념적 오류로 인하여 교육학이라는 학문의 세계에도, 학교를 비롯한 일상세계에도 혼란을 가중시키고 있었다. 그 용어들이 참칭한 것을 해체하여 맥락에 맞게 개칭한 결과 보다 나은 의사소통이 가능하고 문제의 실체를 드러낼 수 있었다. 이 연구는 하나의 전형적인 사례이므로 “교육목표”, “교육평가”, “교육발전” 등의 “교육의 가치” 논의에 대한 추가적인 사례 연구가 필요하다. 또한 이러한 해체 이후에는 교육의 가치에 대한 개념과 용어의 재건이 필요하다.

스트릿 댄스의 교육적 가치 고찰

박한솔,변인숙 영남춤학회 2022 영남춤학회誌 Vol.10 No.1

This study is meaningful in examining the educational value of street dance by examining the educational value that whole-body education aims for. First, the educational values of the physical, cognitive, and affective aspects, which are the basis of whole-body education, were set and explored as categories, and the educational values of street dance were discussed by examining whether the intrinsic and educational values contained in street dance match. The results of the study are as follows. First, street dance can cultivate the educational value of the physical aspect that whole-person education aims for. In order to have physical excellence, the dancer trains the body and uses movement, and is aware of his or her body and its movement. Second, street dance can acquire the educational value of the cognitive aspect. In street dance, individual se lf-discovery can be achieved when expressing the emotions inherent in the dancer's inner self to the outside, and artistic and creative values are realized accordingly. Third, street dance contains educational value in terms of affectiveness. Through street dance, you can combine emotional value, aesthetic value, and moral value, and cultivate sociality. There is a limitation in that the moral value in the affective aspect of street dance is not clearly expressed compared to other values. This phenomenon is likely to be revealed as a limitation when street dance is introduced interdisciplinary, and it is believed that value judgment will be difficult when faced with a moral situation in the actual field. Therefore, it is necessary to consider the educational value of morality that can be expressed through street dance. In addition, there is a unique personality and uniqueness expressed in street dance, which is transferred to the dancer's personal emotions, thereby unifying the dancer's personality and physical movem ent. This can be said to be unique to street dance, and has a differentiation from the educational value of dance. Through this study, it is intended to contribute to the activation of related studies so that street dance can have value interdisciplinary, and to enhance the educational value of street dance. It is hoped that street dance will contribute to laying the theoretical foundation and foundation so that it can be reborn academically, and establishing a theoretical system.

이홍우의 “교과교육론”에서 “교육”과 “교육의 가치” 개념에 대한 해체적 분석

이상준 한국교육원리학회 2019 교육원리연구 Vol.24 No.2

What subjects are covered in schools has long been a concern in the curriculum field of “educational research”. Hong-Woo Lee insisted on the “intrinsic value of education” concerning “education objectives”, “education contents”, “education methods”, and “education evaluation” centered on the discussion of “school subject education” in the curriculum field. This study is based on the assumption that Hong-Woo Lee's “theory of school subjects education” is a typical example of the discourses on the “value of education” conducted in Korea “academic world of educational research”. And the value statements presented in the discussion were selected modified metaethics to analyze the concepts of “education” and “value of education”. As a result of examining the concept of “education” stated in the “theory of school subjects education”, it was found that “education” defined in various terms from a variety of disciplines, “education” defined as taught by teachers and learned by students in school, “education” defined as Wissenschaft, and “education” for cultivating the mind. As a result of examining the concept of the “value of education” stated in the “theory of school subjects education”, it was found that the value of the school system, school subject value, academic value, moral value, and value as a means of cultivating the mind. As a result of the above analysis, the concept of “education” and “value of education” used in the “theory of school subjects education” have confused the discussion of education evaluation and the intrinsic value of education for the development of education. The purpose of this study was to deconstruct the termed “value of education” to reveal the substance of the problem and to contribute to the better communication of the participants in the discussion. To reconstruct the discourse on the value of education based on the deconstruction conducted in this study, it was judged that research on educational value theory and research on value education would be necessary. 학교에서 어떠한 교과를 다룰 것인가는 “교육학”의 커리큘럼 분야에서 오랜 관심사였다. 이홍우는 커리큘럼 분야에서 “교과교육”에 대한 논의를 중심으로 “교육목표”, “교육내용”, “교육방법”, “교육평가”와 관련하여 “교육의 내재적 가치”를 주장하였다. 본 연구는 우리나라 “교육학계”의 “교육의 가치”에 대한 담론들 중, 이홍우의 “교과교육론”을 전형적인 예로 간주하고, 메타가치론적으로 가치진술을 선별하여 “교육”과 “교육의 가치”에 개념에 대한 분석을 실시하였다. “교과교육론”에 진술된 “교육”의 개념은, 다양한 학문의 관점에서 다양하게 정의될 수 있는 “교육”, 학교에서 교과를 교사가 가르치고 학생이 배우는 “교육”, 학문으로서 “교육”, 심성함양을 가져오는 “교육”으로 분석되었으며, “교육의 가치” 개념은, 학교제도의 가치, 교과의 가치, 학문의 가치, 도덕의 가치, 심성함양 수단의 가치로 분석되었다. 이상의 분석 결과 “교과교육론”에 사용된 “교육”과 “교육의 가치” 개념의 문제로 인하여 교육의 발전을 위한 교육평가와 교육의 내재적 가치라는 논의에 혼란을 가중시키고 있었다. 본 연구는 참칭된 용어들을 맥락에 맞게 개칭하여 문제의 실체를 드러내고 논의에 참여하는 당사자들의 원활한 의사소통에 기여하고자 하였다. 앞으로 본 연구에서 수행한 해체를 바탕으로 교육의 가치에 대한 담론을 재건하기 위해서는 교육적 가치론에 대한 연구와 가치교육에 대한 연구가 필요할 것으로 판단되었다.

가치교육의 이론적 모형화

최문기 서원대학교 교육대학원 2003 교육논총 Vol.7 No.-

The purpose of this article is to construct a theoretical model of value education upon moral philosophy or ethics. The value education aims to nurture the moral values, and to enlarge abilities to judge the moral values. According to phenomenological value theory, arguments about values are classified into quality of values, experiences of values, and ideas of values. And main issues of meta-ethics are ethical relativism and objectivism, origin of value terms and its meaning, justification of moral judgments and etc. Thus, we can construct a theoretical model of the value education from integrating these two sides. The word value can be indicated as a central concept of moral and ethical education. The scope of value education is wider than moral and ethical education. That is, moral and ethical education are included in value education, in terms of value. The various values are used in the statements of objectives, selection and organization of contents, application of methods in value education. The arguments on ontology are useful for us to understand relativity and objectivity of values. The arguments on epistemology help us to structure a moral reasoning forms and its application methodologically. The arguments about theory of values contribute of systematize the contents of values. This theoretical modelling can provide value education with its theoretical rationale, and a comprehensive framework which is actually available in practice.

중고등학생의 사회적 가치교육 내용 및 방법 인식에 대한 성별, 급간별 차이 연구: IPA 중요도-수행도 분석을 중심으로

이은배,김찬미 한국교육방법학회 2023 교육방법연구 Vol.35 No.1

The movement to increase the awareness toward the public interest and community development by educating middle and high school students on social values is recently observed. However, it is necessary to provide empirical evidence on how students perceive social value education before including in the curriculum. This study aims to derive implications for selecting social values prioritized by gender and school level by analyzing students' perceptions of the contents and methods of social value education. An online survey was conducted targeting middle and high school students in Seoul, South Korea, and the importance-performance analysis was conducted on social value ordinances perceived by students on a Likert scale. According to IPA classification, “keep up the good work,” “concentrate here,” “low priority,” and “possible overkill” of social value education contents were identified per gender and school level. In addition, preference on a method appropriate for value education was compared by gender and grade level using independent samples t-test. Value education methods included were the traditional approach such as lecture; the cognitive approach including debate, problem-based learning, and reflection on social problems; and the emotional-behavioral approach including simulation, role play, and project-based learning. Overall, female students perceived more highly of the importance of the social value education than male students, and high school students were more aware of the importance of several items of social value education than middle school students. Specifically, for female middle school students, the protection of the socially underprivileged and human rights, contribution to the local economy, democratic decision-making and participation appeared to be the top-priority contents. For male high school students, job creation and safe work environment emerged as priorities. Regarding the value education method, male students most preferred the cognitive approach, specifically debate, and female students preferred an emotional-behavioral approach, namely simulation. By selecting the contents and methods of social value education based on empirical evidence, it is hoped to cultivate students' bearings of social value and responsibility and eventually contribute to making sustainable communal well-being.

호텔 관광 전공 대학생이 지각한 비대면 교육 서비스품질이 교육성과에 미치는 영향: 금전적 가치의 매개효과

김세연,안윤영 한국호텔외식관광경영학회 2022 호텔경영학연구 Vol.31 No.7

The purpose of this study is to examine the impact of non face-to-face educational service quality perceived by college students majoring in hotel and tourism on educational performance via monetary value as a mediating variable. The final valid 321 responses were put into the statistical analysis. To verify the research hypotheses, we performed mediation regression analysis including the Sobel and Aroian Z-test suggested by Baron & Kenny(1986). The result of this study can be summarized as follows. First, professionalism/interaction, lecture infrastructure/reliability among the non face-to-face educational service quality factors showed a significantly positive effect on monetary value. In particular, lecture infrastructure/reliability had the most positive impact on monetary value. Second, all three non face-to-face educational service quality factors such as professionalism/interaction, lecture infrastructure/reliability and convenience had a significantly positive influence on educational performance. Third, in the influential relationship between professionalism/interaction(lecture infrastructure/reliability) and educational performance, monetary value showed to play a partial(full) mediating variable. These results indicate that non face-to-face educational service quality perceived by university students majoring in hotel and tourism is the determinant of monetary value and educational performance. Hence, if the persons in charge of college education want to maximize educational performance by increasing the monetary value of students, they should pay attention to non face-to-face educational service quality and make efforts to improve it. 본 연구의 목적은 호텔 관광 전공 대학생들이 지각한 비대면 교육 서비스품질이 교육성과에 미치는 영향에 있어서 금전적 가치가 매개변수로서 기능을 수행하는지 검증하는 것이다. 321개의 최종 유효표본이 통계분석에 투입되었다. 가설검증을 위해 Baron & Kenny(1986)가 제안한 3단계 매개 회귀분석, Sobel 및 Aroian Z 검정을 수행하였다. 분석 결과는 다음과 같다. 첫째, 비대면 교육 서비스품질 요인 중에서 전문성과 상호작용, 강의 인프라와 신뢰성이 금전적 가치에 유의한 양(+)의 영향을 미쳤다. 특히, 강의 인프라와 신뢰성이 금전적 가치에 미치는 영향이 가장 크게 보고되었다. 둘째, 전문성과 상호작용, 강의 인프라와 신뢰성, 편의성 등 비대면 교육 서비스품질의 3가지 구성요인 모두 교육성과에 유의한 양(+)의 영향을 미쳤다. 셋째, 전문성과 상호작용(강의 인프라와 신뢰성)이 교육성과에 미치는 영향 관계에 있어서 금전적 가치는 완전(부분) 매개 효과를 보고하였다. 이러한 결과들은 호텔 관광 전공 대학생들이 지각한 비대면 교육 서비스품질이 금전적 가치 및 교육성과의 결정요인임을 의미한다. 따라서, 금전적 가치의 제고를 통해서 교육성과 극대화를 바라는 호텔 관광 전공 대학교육 실무담당자는, 비대면 교육 서비스품질에 대한 개선 노력과 관심을 기울여야 할 것이다.

창조성의 교육본질에 관한 논의

이용길 ( Yong Gil Lee ) 창조교육학회 2010 창조교육논총 Vol.12 No.-

This study is a discussion on the educational nature of creativity. The basic of creativity in human nature is man who has all characteristics and capabilities of human. Creativity is presented by human existence value and has goal orientation to be the subject for the creation of personality and cultural values. The nature of creativity is love. Love brings about desire, and desire shows creativity as goal orientation. Showing creativity through education is done by the educational love, and educational love forms educational self. The realization of creativity, therefore, is the realization of love, and it is, educationally, the realization of personality through the accomplishment of educational self. The activities of educational self are subjective and conscious educational activities that are made to create values. Through educational self, humans pursue the activities of values, create personality and social and cultural values. Hence, creative values are made by the actions and activities of education by educational self. Education is to cultivate human capabilities comprehensively. Human capabilities are shown in every area since the nature of education is to cultivate various abilities of humans. Accordingly, whether education is to maintain social system, mainly aims to personal improvement of individuals, or promotes intentional change of human behaviors, all those would have common goal to accomplish human creative capabilities. The actions of education is to maintain human life, social order and system, promote harmonious development of humans, succeed to and develop cultural heritage, and make personal foundation of historical creation. Common attribute of the actions of education, in hoc, is based on human creativity and educational self. Ultimate worth of human is creative value, and such value can be obtained by the experiences of educational self through education. Considering what should be taught and learned in every area of humans, the premise would be creativity and educational self. Since education aims for creative humans by the cultivation of human capabilities, the nature of education is to cultivate creative capabilities of humans. Creativity is an area of universal activities of human life in the nature of education, and it can be divided into physical/physiological area, social area, rational area, moral area, artistic area, and religious area, and the nature of education is to cultivate universal creativity of entire human beings by presenting the elements of capabilities in the values as the educational goal of the cultivation of creative capabilities.

스마트 러닝 이용자의 학습 동기요인이 실용적 가치와 헤도닉 가치를 통해 교육성과에 미치는 영향

문정원,권두순,김성준 (사)디지털산업정보학회 2021 디지털산업정보학회논문지 Vol.17 No.3

The appearance of education is also rapidly changing in social changes represented by social networks. And the development of information and communication technology is also having a widespread effect on the education field. In the era of untact caused by Covid-19, education through smart learning is having a greater effect on students as well as adult learners more quickly and broadly. In addition, smart learning is not just limited to learning content, but is developing into personalized, convergence, and intelligent. The purpose of this study is to identify the factors of ARCS motivation theory that can determine the learning motivation of smart learning users, and to empirically study the casual relationship between these factors on education achievement through practical value and hedonic value. Specifically, I would like to examine how the independent variables ARCS motivation factors (attention, relevance, confidence, and satisfaction) affect learners' education achievement through the parameters of practical value and hedonic value. To this end, a research model was presented that applied the main variables of attention, relevance, confidence, and satisfaction, which are four elements of ARCS motivation theory, a specific and systematic motivational strategy to induce and maintain learners' motivation. In order to empirically verify the research model of this study, a survey was carried out on learners with experience using smart learning. As a result of the study, first attention was found to have a positive effect on the hedonic value. Second, relevance was found to have a positive effect on the hedonic value. Third, it was found that confidence did not have a positive effect on the practical value and the hedonic value. Forth, satisfaction was found to have a positive effect on the practical value and the hedonic value. Fifth, practical value was found to have a positive effect on the education achievement. Sixth, hedonic value was found to have a positive effect on the education achievement. Through this, it can be seen that the intrinsic motivation of learners using smart learning affects the education achievement of users through intrinsic and extrinsic value. A variety of smart learning that combines advanced IT technologies such as AI and big data can contribute to improving learners' education achievement more effectively and efficiently. Furthermore, it can contribute a lot to social development.

예비특수체육교사와 예비체육교사의 윤리적 민감성 및 가치정향 비교분석

김혜민,이현수 한국특수체육학회 2017 한국특수체육학회지 Vol.25 No.4

The purpose of this study was to examine how students of different majors prioritize items related to value orientation, analyze the differences of ethical sensitivity and value orientation between Pre-service Physical Educators and Adapted Physical Educators comparatively, and investigate the effects of ethical sensitivity on value orientation. To address the goal, 423 students were selected, 213 undergraduates of adapted physical education and 210 undergraduates of physical education. As a study tool, the questionnaire on ethical sensitivity and value orientation was employed, and data were collected through self-administration. Data collected went through analysis by using SPSS 23.0, and descriptive statistics, one-way ANOVA, and multiple regression analysis were done. With the process, this study has gained following findings. First, according to the results of how students of different majors prioritize items related to value orientation, both Adapted Physical Educators and Pre-service Physical Educators put the highest value on ecological integration in terms of value orientation. Second, regarding differences between majors, Adapted Physical Educators indicate higher ethical sensitivity than Pre-service Physical Educators, and about value orientation, Adapted Physical Educators show a higher learning process than Pre-service Physical Educators, and Pre-service Physical Educators place higher value on social reconstruction than Adapted Physical Educators. Third, about gender differences, male Pre-service Physical Educators put higher value on ecological integration than female ones. Fourth, ethical sensitivity in Pre-service Physical Educators influences social reconstruction in value orientation significantly. 본 연구의 목적은 전공별 가치정향에 대한 우선순위와 예비 체육교사와 예비특수체육교사들의 윤리적민강성 및 가치정향의 차이를 비교분석하고, 윤리적민감성이 가치정향에 어떠한 영향을 미치는지를 분석하는 것이다. 연구의 목적을 달성하기 위하여 특수체육교육전공 대학생 213명, 체육교육전공 대학생 210명으로 총 423명을 연구대상으로 선정하였으며, 조사도구는 윤리적 민감성과 가치정향에 관한 설문지를 사용하여 자기평가기입법에 의해 자료를 수집하였다. 수집된 자료는 SPSS 23.0프로그램을 사용하여, 기술통계 (Descriptive Statistics)와 일원변량분석(One-way ANOVA), 그리고 중다회귀분석(Multiple Regression Analysis)을 실시하였으며, 그 결과 다음과 같은 연구결과를 얻었다. 첫째, 전공별 가치정향의 최우선순위에 따른 결과로 예비특수체육교사와 예비체육교사의 가치정향은 생태통합에 대한 가치가 가장 높은 것으로 나타났다. 둘째, 전공에 따른 차이로 예비특수체육교사가 예비체육교사보다 윤리적민감성이 높은 것으로 나타났으며, 가치정향은 예비특수체육교사가 예비체육교사 보다 학습과정이 높았고, 예비체육교사가 예비특수체육교사 보다 사회재건에 대한 가치가 높게 나타났다. 셋째, 성별에 따른 차이로 예비체육교사 중 남자가 여자보다 가치정향의 생태통합에 대한 가치가 높게 나타났다. 넷째, 예비체육교사의 윤리적민감성이 가치정향의 사회재건에 유의미한 영향을 미치는 것으로 나타났다.

내러티브를 활용한 가치문화 교육용 읽기텍스트 구성 방안

임다정 ( Lim Da-jung ) 숙명여자대학교 한국어문화연구소 2020 한국어와 문화 Vol.27 No.-

본 연구는 가치문화를 제시하는 데 효과적인 읽기텍스트의 구성 방안을 제시하는 것을 목적으로 한다. 한국어 교재 내 읽기텍스트는 학습자들에게 한국의 문화를 전달하는 일차적인 수업자료이다. 문화라는 것은 그 내용과 범위가 무척 방대하여 유형이 다양하게 나누어지는데, 그에 따라 교재 안에서의 문화 제시도 차별화되어야 한다. 그러나 현재 한국어 교육에서는 문화 읽기텍스트 구성과 관련된 구체적인 논의가 전혀 이루어지지 않고 있다. 이에 본 연구는 의사소통 능력 향상과 학습자의 문화적응에 도움이 되는 한국 가치문화 교육을 위한 읽기텍스트를 구성하고자 하였다. 본격적인 읽기텍스트 개발에 앞서 한국어 교재 분석과 학습자 설문조사를 통해 기초자료를 수집하였다. 그 결과 가치문화 내용이 통합적인 접근에 따라 단계적으로 체계화되어야 할 필요가 있으며, 만족도 높은 문화 교육을 위하여 이야기를 중심으로 하는 내러티브를 활용한 읽기텍스트가 구성되어야 한다고 주장하였다. 본 연구의 읽기텍스트는 마달레나 드 카를로(Maddallena De Carlo)가 제시한 상호문화 읽기 텍스트의 특징을 참고하여 구성하였다. 또한, 관념적 문화와 행동문화를 통합적으로 제시하고 문화 내용을 명시적으로 전달하기 위한 설명 담화를 포함하였으며, 학습자들의 정의적 영역을 고려하여 외국인 화자를 주요 등장인물로 설정하였다. 읽기텍스트를 개발한 후에는 이것이 학습자들에게 어떠한 효과를 미치는지를 확인하기 위하여 평가용 텍스트와 평가지를 제작하여 가치문화 이해도 평가를 실시하였고, 평가 후에는 심층면담을 진행하였다. 결과적으로, 본 연구가 구상한 내러티브를 활용한 가치문화 읽기텍스트는 중급 학습자들의 가치문화 이해와 문화 학습 동기 및 흥미 유발에 효과적이었다. 이러한 결과를 통해 알 수 있는 점은 문화 읽기텍스트가 목표 문화의 특성에 맞게 개발된다면 만족도 높은 문화 교육을 구성할 수 있다는 것이다. 내러티브를 활용한 읽기텍스트 구성 방식은 가치문화의 특성을 고려하였을 뿐만 아니라 상호문화적 능력까지 신장시킬 수 있다는 점에서 매우 긍정적이다. The purpose of this study is to propose effective ways to construct texts in presenting Korean value. Texts in Korean textbooks, is the primary teaching material that presents Korean culture to learners. Culture is so vast in content and scope. Hence, it can divide into various types and cultural text in textbooks should differentiate. However, no specific discussions are taking place currently regarding the composition of cultural text in Korean language and culture education. In response, this study intends to form a text for the education of Korean value culture, which will help to improve communication skills and cultural adaptation. Value culture mainly deals with in the advanced level because of superficial and philosophical content of it. However, this set-up learning step overlooks the educational needs and therefore requires downward adjustment of the learning step of value culture. Also, because value culture is individual and subjective, it is not desirable to organize contents with objectivity like existing texts. One way to solve these problems is to use narratives. Narrative consists of relatively simple linguistic elements, which can easily convey value culture, and can state cultural contents according to the voice of a particular person, there-by ensuring individuality and subjectivity of value culture. Therefore, this study intends to utilize narratives in text for value culture education. Before developing the text in earnest, basic data were collected through analysis of Korean textbooks and student surveys. Through this, it was argued that the contents of value culture need to be organized in stages according to an integrated approach, and that texts using narratives centered on stories should be formed for a highly satisfying cultural education. The text for value culture education of this study was organized by referring to the characteristics of the inter-cultural text presented by Maddallena De Carlo for inter-cultural education. In addition, an explanation statement was included to present the ideological culture and behavioral culture in an integrated manner and expressly convey the cultural content, and considering the affective domain. To verify how cultural text using narrative affected on learners, the text and evaluation paper for evaluation produced to conduct an in-depth interview after the assessment. In conclusion, the text using narrative for value culture education envisioned in this study was effective in understanding the value culture of intermediate learners, and in inducing cultural learning motivation and interest. Mainly, these results show, if cultural text develops according to the characteristics of the culture, it can form a highly satisfying cultural education. The method of composition of cultural text using narratives is very positive and it not only takes into account the characteristics of value culture, but can also enhance inter-cultural capabilities.