— Overview
The background is familiar in Korean schools: knowledge at the center, tests and grades pressing so hard that growth of the whole person is at risk. Art education is placed at the heart of the alternatives that run on experience and creativity, not as a skill class only, but as a place where thinking and expression meet life situations. Korean research, the plan says, began by introducing Dewey and the theory of experience. Kim Yeon-hee, in 2007, treats qualitative thought as a way to integrate art and knowledge education, and art education as a basis for reconstructing the nature of knowledge and learning, not merely an aid. Oh Eun-hye, in 2013, stresses the continuity of everyday and artistic experience, a holistic education, and human growth through art as the ultimate aim. Lee Song-ha is named in 2021. Kang Young-ho’s 2025 doctoral thesis turns toward practical reconstruction — character, creativity, sensibility, and individualized education — and is left in that year.
Prior work, the writer argues, rarely connects Dewey’s “an experience” directly to art education; it is more philosophical than practical, and qualitative thought has not been sufficiently made into a method. The direction proposed is to reread Dewey around “an experience” and qualitative thought, to explore experience-based education in creativity and character, and to look for practical ways art education can realize whole-person education. A fuller Korean report on the same ground is on CampusDown.
— Contents and key concepts
Tests, and a studio that is meant to grow a person
The background is familiar in Korean schools: knowledge at the center, tests and grades pressing so hard that growth of the whole person is at risk. Art education is placed at the heart of the alternatives that run on experience and creativity, not as a skill class only, but as a place where thinking and expression meet life situations. Korean research, the plan says, began by introducing Dewey and the theory of experience.
Kim Yeon-hee, in 2007, treats qualitative thought as a way to integrate art and knowledge education, and art education as a basis for reconstructing the nature of knowledge and learning, not merely an aid. Oh Eun-hye, in 2013, stresses the continuity of everyday and artistic experience, a holistic education, and human growth through art as the ultimate aim. Lee Song-ha is named in 2021. Kang Young-ho’s 2025 doctoral thesis turns toward practical reconstruction — character, creativity, sensibility, and individualized education — and is left in that year.
The gap around “an experience”
Prior work, the writer argues, rarely connects Dewey’s “an experience” directly to art education; it is more philosophical than practical, and qualitative thought has not been sufficiently made into a method. Anyone who has watched a class copy a still life and then pack up without that sense of a completed, rounded episode will recognize the complaint, even if the plan does not walk into a particular classroom.
The direction proposed is to reread Dewey around “an experience” and qualitative thought, to explore experience-based education in creativity and character, and to look for practical ways art education can realize whole-person education. A fuller Korean report on the same ground is on CampusDown.
Sources
- A research plan reviewing Korean studies of Dewey and experience-based art education, from Kim Yeon-hee (2007) and Oh Eun-hye (2013) through Lee Song-ha (2021) and Kang Young-ho’s 2025 doctoral thesis.
Last updated: 14 November 2026
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