Preface / 3

Ⅰ.
Stories from 1951 and 2025 / 13

1.
About the Author ····················································································13
2.
Class Stories from 1951 ·················································································14
3.
Today's Class Story in 2025 ·························································································16

Ⅱ.
The ultimate goal of the class and the problems with the current class / 21

1.
The ultimate goal of the class ········································································································21
2.
Problems with the current class ··································································································23

Ⅲ.
Classes and Heart Attacks / 25

1.
The meaning of the word Simjin ··································································································25
2.
Devices that generate heartbeats ··················································································30
3.
Technology that causes heart attacks ··················································································37
1) Introduce the problem as one that anyone can easily answer ·················································38
2) Confusing by setting one at an intellectual crossroads ··························································41
3) Provide information that contradicts or denies the base ······································42
4) Confuse by providing vague and uncertain information ···································46
5) Create a scene of conflicting thoughts ·················································································49
6) Provides unexpected and surprising information ·································································52
7) Create a situation of value conflict ·······················································································57
8) Conduct a demonstration experiment ····································································································59
9) Presenting easily misleading information ·····························································65
10) Rate as OX ····························································································69
11) Deny the conclusion reached after serious discussion ·········································73
12) Exposing you to information that contradicts your expectations ···························································76
13) Let them think while talking to themselves ·················································································78
14) Discuss with yourself who supports an idea and who rejects it ·····················80
15) Cover and stimulate curiosity ·················································································84
16) Provides incomplete data ··········································································86
17) Providing false information ································································································90
18) Encourage questions by presenting concrete objects ··································97
19) Present a hypothetical situation ···············································································101
20) Give choices and make them think ·································································105
21) Mixing things that match and do not match the definition ················································108
22) Causing hesitation by setting one at an intellectual crossroads ·······················································110
23) Encounter something that goes against common sense ··························································113

IV.
Preface / 117

1.
Problems with the current introduction ·················································································119
1) The introduction is too difficult ·····························································································120
2) There is only one answer to the question, and it is in the teacher's head ·········································122
3) The question-and-answer session is conducted through a system of question-and-answer, hand-nomination, and presentation, with only Group A participants participating... 131
2.
Definition of the preface ·······························································································134
3.
Principles of Writing a Preface ····················································································135
1) The introduction should contain an appropriate amount of hints for solving the problem ·········136
2) Level 3 Ganada Grammar ················································································································140
4.
The Practice of Creating a Preface ·································································································146
1) Give each person an appropriate amount of hints ·····························································146
2) Find the person who committed the causal act ············································································155

V.
Simultaneous participation - simultaneous thinking - simultaneous classification / 159

1.
Abolition of the introduction-raising-nomination-announcement system ·····························································159
2.
Simultaneous participation by all - simultaneous thinking - simultaneous announcement ·····························································163
1) Simultaneous announcement of wave-type power ································································································165
2) Simultaneous announcement of all new members ································································································176
3) Simultaneous announcement of card-type power supply ································································································178
4) Simultaneous announcement of all members of the board ································································································181

VI.
The Art of Teaching Where Everyone Participates, Thinks, and Achieves / 185

1.
Everyone must be aware of the learning problem ·······················································186
2.
Everyone prepares and records their own answer ················································189
3.
Thinking while writing ····················································································192
1) Writing is thinking ················································································193
2) How to record ··········································································································197

VII.
Listen to the presentation / 199

1.
One of the problems with the current class ···········································································199
1) Misunderstandings of teachers and children ··················································································200
2) Each person's growth and neighbors' thoughts ·······················································································203
2.
The need to listen ································································································203
3.
How to Listen ······························································································207
1) Listen with your own thoughts ·································································208
2) Listen while recording ····································································································208
3) Turn your body toward the speaker and listen ····························································209
4) Listen while tilting or nodding your head ····························································209
5) Listen and compare with your own thoughts ··················································································210
6) Note down your questions ······································································································210

VIII.
Activate your senses / 211

1.
The nature of children ·····························································································211
2.
Various tasks in class ········································································215
3.
Why You Should Do This Frequently ·········································································217

IX.
Building on Success Experiences / 221

Ⅹ.
The Story of the Child Who Became a "Stray Cat" / 227

1.
A Child's Story ···················································································227
2.
The Story of the House Cat and the Stray Cat ·······································································230

XI.
The appearance of the fictional child 'Sooni' / 235

1.
Who is 'Sooni'? ·······················································································235
2.
The necessity of introducing 'Sooni' ·················································································238
3.
When to introduce 'Sooni' ··········································································241
1) When you are satisfied with a common-sense conclusion ································································241
2) When you hit a wall and are stuck in place ·······················································245
3) When trying to draw a conclusion based on weak evidence ················································································250

XII.
The Realization of a Dream: From Classes for Only "A Few Excellent Children" to Classes for "Everyone" / 259

1.
One of the problems with the current class ····························································································259
2.
Learning that only works for some children ·························································260
3.
Technology that allows everyone to speak simultaneously ·······································································262
4.
Notes on the Record Announcement Map ·························································································265

References ··········································································································268