The education we want
That's right, it's the education we create.
A story of real change that begins on the ground

Thirty years have passed since the May 31, 1995 education reform.
The May 31st Education Reform, which aimed to move away from entrance exam-oriented education and respond to informatization and globalization, certainly brought about many changes. However, it is difficult to say whether it truly achieved its original goals.
Entrance exam-oriented education has become more entrenched.
Students are participating in class listlessly, wandering from one academy to another late into the night, and facing emotional crises.
Teachers are exhausted with administrative work and various complaints, and parents are groaning under the burden of private education expenses, searching for information in every possible way to survive the college entrance exam war.
Education has lost its original purpose and function, and even voices calling for educational reform are faltering in the face of distrust, exhaustion, and cynicism from the field.

But how long can this system last?
Will we be able to prepare for the future technological society with the same education system we have today, even in five or ten years?
Education must change.
And that change is certainly possible.
This book is not a mere idealism grasping at clouds, nor is it a doctrine of normativity that is only discussed in the head.
Through cool-headed case studies, we establish a solid strategy, retrace the causes of the failures of educational reform over the past 30 years, and present a step-by-step direction and method for educational reform, clearly presenting "the education we desire, the education we create."

Part 1 revisits the mission, philosophy, and vision of education, and presents crisis signals and seven core values ​​in the Korean education system.
Part 2 analyzes the causes of repeated failures in education reform and, through the innovative case of the Anaheim Union School District in the United States, describes in detail how success for all students can become a reality.
Part 3 dispassionately analyzes the achievements and limitations of the 30-year May 31st Education Reform, highlighting five major structural challenges facing Korean education: the self-reinforcement of the college entrance exam system, distortion of the essence of education, deepening reliance on private education, teacher burnout, declining student motivation, and rapid population decline.
Part 4 presents three future scenarios for Korean education from 2035 to 2045, followed by six paradigm shifts and eight key strategies.
These 31 misconceptions and myths, widespread in Korean society and hindering educational reform, offer sharp and profound insights into the ideals and realities of education, theory and practice, and can be considered wise suggestions for proper education in and of themselves.

Education is the blueprint for the future that society hands over to the next generation.
It is a shared promise about what kind of people we will nurture and what kind of society we will create, and it is like a map that we draw together to determine the direction in which the next generation will live.
However, education is gradually losing its original purpose and function as it continues to focus on college entrance exams and handling complaints without a solid educational philosophy and a clear vision that reflects everyone's aspirations.
--- p.14

“Teacher, what can I use this for?” Everyone has probably asked this question during their school days.
It is a question that almost all students ask unconsciously the moment class begins.
The problem is that fewer and fewer adults are able to answer this question clearly.
Before we can talk about what kind of education we should pursue, we must first clarify our educational beliefs and values.
The educational crisis we face today is not simply a problem of policy or system, but rather the fact that we have forgotten the fundamental purpose of education and are simply following the inertia of focusing on entrance exams.

--- p.22

“When establishing educational policies or preparing lessons, always think first of the children who need the most help.” This principle reminds us of the most important value we must not lose sight of in the complex reality of education.
When we discuss education policy, design curricula, or prepare lessons, the first thing we should always think about is the child who needs the most help.

--- p.25

Every child has an inner energy to learn.
Curiosity is an instinct in every child, and our role is to support and encourage that spark so it never goes out.
All children can learn successfully, and there are many different paths to success.
Everyone learns at different speeds and in different ways, and if one method doesn't work, you need to work together to find a new path that works for your child.

--- p.30

Korean education has been constantly ‘in the process of reform.’
At least on the surface.
Creative experiential activities, a free semester system, competency-based education, a high school credit system, nationwide expansion of Neulbom School, introduction of AI digital textbooks…
Policies with good-sounding names have been introduced one after another, but the actual classroom environment has not changed much from before.
Children are still studying for exams, teachers are still rushing to keep up, and parents rely on private tutoring.
Why do reforms repeat themselves, yet reality remains the same? Looking back at the past 30 years of education reform, we see a strikingly similar pattern of failure.

--- p.44

“Why do good systems not change the reality on the ground?” This is the fundamental dilemma faced by all education reformers.
We have experienced countless times that no matter how good a policy is, it is of no use if the culture on the ground does not change.
Michael Fullan emphasizes that “culture without structure is powerless, and structure without culture is desolate,” and believes that for educational reform to work properly, both structure and culture must be changed.

--- p.50

“What would you do if you were the principal?” That was the question posed at a workshop for the Anaheim School Board in the spring of 2023.
Participants were given a hypothetical situation.
In one school, teachers are resisting new teaching methods, parents are complaining, and students are feeling apathetic.
How can we bring about change in this situation? Most of the answers were predictable.
These were traditional approaches such as, “I will provide direction through strong leadership,” “I will set clear goals and manage performance,” and “I will persuade resistant teachers.”
But one participant's answer surprised everyone.
“I’ll first go to the teacher who is having the hardest time and have a cup of coffee with them and talk to them.
“I want to understand why he is having a hard time and what he is worried about.”
--- p.78

In particular, Korea's college entrance exam system and parents' enthusiasm for education are the biggest obstacles to promoting change.
Many innovative attempts are frustrated by the question, “Can you get into college with that kind of education?”
Additionally, teachers' excessive workload and uniform evaluation systems are also factors that hinder creative education.
But these limitations are no reason to give up on change.
Rather, it means that we must accurately understand our reality and begin with possible changes within it.
If you wait until the perfect conditions are in place, change will never happen.
_ Page 108 Private education appears to be a supplement to public education on the surface, but in reality, it functions as an independent entrance exam support system, precisely designing and executing entrance exam strategies.
It goes beyond simply preparing for the CSAT and involves managing the entire school performance, including subject-specific problem solving, performance assessment preparation, and data analysis to improve grades.
Real-time performance analysis, strategy development based on mock exam data, school record planning, and interview coaching provide detailed responses that public education cannot handle. In particular, after the expansion of the comprehensive student evaluation system, private education has shifted to a structure where it plans extracurricular activities beyond simple knowledge acquisition.
In this way, private education is not a complementary device that runs parallel to public education, but is actually functioning as a separate ‘comprehensive entrance exam management system.’

--- p.170

There are many people who believe that children today, who are called 'digital natives,' should be taught digitally.
Cutting-edge devices such as tablet PCs, electronic whiteboards, and VR are overflowing in educational settings, and rosy predictions are pouring in that edutech will revolutionize education.
But what's the reality? According to a 2023 OECD report, there's an inverted U-shaped relationship between time spent using ICT in schools and academic achievement.
It is helpful when used in moderation, but it can be harmful when used excessively.

--- p.233

“Just do your best.” This is a common comforting phrase used when a child’s grades fall short of expectations.
The intention is to praise effort and not be obsessed with the results, but if this expression is repeated, it can hinder the child's growth.
John Hattie points out that telling students to do their best is one of the worst pieces of advice a teacher can give.
Because “best” is a vague goal that is unmeasurable, unfeedable, and leaves us stuck at our own expectations.
The judgment that “you did your best” is based on your current state.
This halts our growth as learners and hinders us from setting higher goals.

--- p.250

You can't change everything right away, but you can start small experiments in that direction now.
Experiments in ecological education at innovative schools, community-linked project learning, and student-participatory school operations can serve as the seeds of this.
An 'ecological learning network' is the best form of education we can dream of.
When this dream becomes reality, Korean education will become a model of innovation that the world will pay attention to.
And that change begins with our choices.

--- p.297

The society of 2035-2045 will aim for education that does not simply cultivate 'smart people', but rather 'people who can grow together'.
The culture centered on grades and entrance exams is fading away, and an atmosphere of respect for each person's learning and growth process is spreading throughout society.
The college admissions system is also evolving to evaluate students' diverse potential and growth, and universities are also operating admissions processes centered on potential and experience.
The most important change is ‘awareness of education.’
Education is no longer perceived as a 'means of individual competition', but rather as a 'common social responsibility'.
There is a growing consensus that education is the foundation for improving everyone's life, and that everyone can contribute to this.

--- p.351

Change is possible.
And indeed, change started with people, and it lasted because we did it together.

--- p.355